Page 41 - SEN106 SEN Magazine May-June 2020
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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