Page 42 - SEN106 SEN Magazine May-June 2020

your work in influencing pupils’ (and even parents’ and carers’) perceptions and confidence in maths. Take this opportunity with parents and carers to celebrate individual achievements, breaking down stereotypes about who is “good at maths”. Raising the profile of diverse individuals in STEM subjects can show that maths is for all. It is vital to promoting inclusion for pupils with SEN, not just with parents but with all, to demonstrate that their additional needs or difficulties do not exclude them from achieving at school or experiencing a fulfilling career. Build resilience and success in maths There are numerous ways you can help build your pupils’ resilience and success in maths, including the following methods. Bring maths to life Getting the context right can be crucial. Sometimes, tasks covering content at the right level for pupils with SEN are designed for younger students. These tasks may feel patronising and lead to disengagement. If pupils experience fun, real-world applications of maths that are relevant to what they see and understand on a daily basis, maths stops being an abstract concept and becomes normalised: it becomes something that is meaningful, all around us and accessible. Task troubleshooting Carefully scaffolded tasks that start with accessible questions can boost pupils’ confidence by enabling them to gradually build success. Setting open tasks that prioritise exploration over “right” answers can provide the perfect opportunity for pupils to express what they do know, rather than focusing on what they do not yet understand. Use the Growth Zone Model This model by Lugalia et al (2013) gives students a way to 7 name and communicate their feelings, helping to reduce anxiety and build resilience. It includes: 1. The comfort zone (students work on familiar tasks independently). 2. The growth zone (new learning happens here, it’s safe to find activities challenging). 3. The anxiety zone (here, what is being asked is not within the student’s reach at that moment and the student starts to experience threat rather than challenge). You could print and use this as a physical and visual aid in the classroom with your pupils. For example, pupils can place an object on the colours of the model at regular intervals to indicate their emotions. This will not only enable teachers to better understand what their students may need, but it can also help pupils to be more aware of their emotional responses and equip them with the confidence to tackle whatever maths might lie ahead in future years. This could have particular benefits for pupils with autism: some teachers have reported that their autistic pupils very much appreciate the opportunity to develop their awareness and communication around feelings. Whilst maths anxiety won’t be tackled overnight, educators are perfectly positioned to make a positive difference by helping young people with SEN to access maths, grow in confidence and be part of the community of people who enjoy the life- changing power of maths. Here’s to the beginning of more discussion on this important topic. Footnotes 1. Pearson (2019). A Guide to Tackling Maths Anxiety . Available at: go.pearson.com/tacklingmathsanxiety 2. Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., and Szucs, D. (2019), Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students . Retrieved from: repository.cam.ac.uk/bitstream/handle/1810/290514/ Szucs%2041179%20-%20Main%20Public%20Output%208%20 March%202019.pdf 3. The British Psychological Society. (2019), “Maths anxiety affects a third of young children”. Accessed at: bps.org.uk/news-and-policy/ maths-anxiety-affects-third-young-children 4. Nardi E. and Steward, S. (2003) Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom, in British Educational Research Journal, Vol. 29, No. 3, 2003, 346–367. 5. Case study from Rob Brown, Maths Teacher at West Lakes Academy, Cumbria.Pearson (2019). A Guide to Tackling Maths Anxiety . Available at: go.pearson.com/tacklingmathsanxiety 6. Pearson (2019). A Guide to Tackling Maths Anxiety . Available at: go.pearson.com/tacklingmathsanxiety 7. Lugalia, M. et al. (2013), The Role of ICT in developing mathematical resilience in learners . Retrieved from: researchgate. net/publication/262950745_ Lugalia_M_Johnston-Wilder_S_and_ Goodall_J_2013_The_Role_of_ICT_in_developing_mathematical_ resilience_in_ students_INTED_2013 Carefully scaffolded tasks that start with accessible questions can boost pupils’ confidence Comfort Growth Anxiety ■ Fun, real-world application of maths. SEN 106 senmagazine.co.uk 42 Numeracy