It notes that anxious students guided to think of the heightened emotion as excitement rather than anxiety tend to perform better on maths tasks than students who aren’t given advice or told to ‘stay calm’ With research indicating that some anxiety can actually help learning, the framework supports regulating emotions. Parents are encouraged to see common stereotypes of those lacking maths skills as myths and are given suggestions for responses that build a positive perception of maths when they can’t help with problems.Īdditionally, the VATL has created a series of podcasts, interviewing ACER Senior Research Fellow Dr Sarah Buckley – lead author of the MAES framework – on how teachers can support secondary students experiencing maths anxiety, how to help anxious students feel in control, and the role parents can play in improving achievement. The resources include a maths ‘check-in’ chart to help students and teachers identify how they are feeling about the subject in the moment, and a maths ‘headspace’ wheel that links emotions and attitudes to strategies that can help users reset. This week, ACER released a new, easy-reference framework for educators and policymakers, sharing the research in education, psychology and neuroscience that underpins the innovative MAES approach.ĭrawing on this framework, ACER and VATL have developed practical information sheets and posters for teachers, students and parents they are available on the VATL website. The MAES, which originally focused on working with primary educators, has been extended to inform the new resources for secondary school students and teachers. The toolkit focuses on increasing engagement with maths by reducing maths anxiety and helping students to see the value of mathematical skills.ĪCER researchers identified maths anxiety and low appreciation of the subject as the biggest barriers when developing ACER’s Mathematics Anxiety and Engagement Strategy (MAES) in 2018. It’s a substantial response to a nation-wide challenge, with declining achievement in maths by Australia’s 15-year-olds since 2003, and fewer students choosing one or more maths subjects in year 12. The Australian Council for Educational Research (ACER) and the Victorian Academy of Teaching and Leadership (VATL) have created a suite of resources for teachers, parents and students to improve maths learning.
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