Page 41 - SEN106 SEN Magazine May-June 2020
P. 41

There is evidence to indicate that the majority of those who   experience maths anxiety tend to be “empathisers” – learners   with a “feeling” rather than a “thinking” preference. Pupils with   SEN demonstrating a tendency towards “feeling” may need   particular attention when it comes to tackling maths anxiety.  Spotting the signs  Maths anxiety can elicit physical and emotional reactions such   as frustration, anger, avoidance, distress and helplessness.     One of the challenges in identifying maths anxiety is that it may   not always be visible. As recent in-school research projects   have highlighted,  many symptoms of maths anxiety appear   5  similar to those of poor behaviour. This can mean that there’s   a risk of misattribution and pupils not being able to get the   support they need. There are numerous similarities between   presentations of maths anxiety and poor behaviour such as   not starting work, spending too much time on easy questions,   automatically responding “I don’t know” to spoken questions   or claiming they don’t know where to start. There is also saying   the first number than comes to mind, not showing working out   and not completing, or doing the bare minimum for homework.   In SEN settings, identification is further complicated by the   spectrum of additional needs and difficulties these pupils   may experience. Therefore, it’s particularly important in these   settings to develop an understanding of how pupils feel about   maths and pinpoint any maths-specific anxiety that could be   acting as a barrier to learning.   Depending on what’s right for your school and pupils, you could   provide different ways for them to communicate their feelings   on a regular basis, through conversations or questionnaires.   Staff surveys can further help in identifying and tracking maths   anxiety, as well as informing appropriate interventions  Teaching practice and homework  Setting maths homework and encouraging maths activities   at home can have the power to impact on children’s learning   and perceptions of maths. For these to have a positive effect,   however, it’s vital that tasks have appropriate support and   scaffolding to avoid children feeling helpless.  It has also been highlighted by teachers and leading academics   that an overemphasis on speed and pace of answering   questions can be an issue.  This can lead to an atmosphere   6  of competition which may increase the potential “risk” of   humiliation. It can particularly disadvantage pupils with SEN   who often value thinking time, working with additional supports   such as manipulatives, or drawing diagrams to aid their learning.   As a result, this can hamper their depth of understanding and   also increase stress.   It is well worth looking for factors within your control – such   as school policies and teaching practices – where you could   tweak your approach in order to alleviate this type of stress   and anxiety. Also look closely at the tools you use. High-quality   resources, including textbooks, teacher guides, online materials   and videos, are great for outlining essential subject knowledge;   providing carefully structured questions to consolidate learning   and develop skills; guiding teachers in supporting learners at   every attainment level; and enabling them to effectively assess   their pupils.   Working with parents and carers  Sharing the definition, potential causes and manifestations of   maths anxiety with parents/carers will raise awareness of the   issue outside the school gates. Providing fun maths activities   that focus on enjoyment and problem-solving strategies, as   well as examples of positive maths talk at home, will continue   Many symptoms of maths anxiety   appear similar to those of    poor behaviour  About the author  Alexandra Riley   is Senior   Strategy Manager at Pearson.   This article is based on insights   from the #PowerOfMaths   Tackling Maths Anxiety 2019   roundtable.  go.pearson.com/  tacklingmathsanxiety     @PearsonSchools  ■  Pupils with SEN often value thinking time.  senmagazine.co.uk  SEN  106  41  Numeracy


































































































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