The Eureka Centre for Mathematical Confidence Clare Trott, Janette Matthews Mathematics Education Centre Loughborough University DDIG Tuesday 27 th March 2007

Auto-biographical narrative –Explore mathematical self-image –Explore issues of anxiety –Explore mathematical confidence Effects on mathematical self-image of –Dyslexia, dyscalculia –Anxiety Look for shift –from negative view: disempowered, low self- esteem, non-engagement, outsider –to an empowering inclusive view with engagement and achievement

Allows the subject to reflect Gives insight into –Character –Background –Feelings –Hopes –Moods –Social relations –Life circumstances Van Manen (1994) Allows exploration of growth and change

MATHEMATICAL SELF-IMAGE ANXIETY SpLD HUMAN SCIENCES DYSLEXIA DYSCALCULIA MATHS ANXIETY statistics About people

ANXIETY MATHS CONFIDENCE DYSLEXIA DYSCALCULIA MATURE STUDENT INDICATORS LACK UNDER- STANDING PHYSIO- LOGICAL PSYCHO- LOGICAL BIO- LOGICAL WORKING MEMORY PUBLIC EMBARRASS- MENT MATHS MYTHS SELF- ESTEEM PRIOR EXPERIENCE

Lack of Understanding Knowledge gaps Poor teaching Low set Avoidance

Prior Experience Negative school experience –Tables Teachers pass on anxieties –Low in own mathematical confidence Parents pass on anxieties

Self Esteem Low Not feeling part of the effective learner group Isolated

Maths Myths Good at English, poor at maths Runs in families Others understand Only right or wrong Maths mystique –Key to a secret world

Case Study 1 - Kate

Dyslexia – Mentioned first Lack understanding –Fractions, decimals Prior experience –Low set, disruptive Self-esteem –I should be able to… Maths Myths –Others think it simple

Anxiety hampers learning Tears, frustration, panic Didn’t realise so much maths Intimidating –You think everyone knows so much more than you

Breaking the Cycle Effective Maths Support Support group Social interaction Learning style Relaxation Desensitisation Recognition of cues Visualisation of positive images Auto-biographical Narrative

Negative Disempowering Others think it’s simple I couldn’t do it Waste of time I should know these things I am never, ever going to achieve this Positive Empowering I can achieve, I have done so in the past I achieved a great result I have to deal with it I need to move forward in life

Case Study 2 - Steven

Dyscalculia Lack understanding –Knowledge gaps –Avoidance Prior experience –Low set, Disheartening Self-esteem –You feel they think you are stupid –Feel stupid in front of your peers

Negative Disempowering I was struggling Back down to set 4 Disheartening Stems from an early age Avoid issues of maths Hit a brick wall Positive Empowering Recognise there was a problem It can transform things Take a forward approach Attack the course without feeling scared