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Hello, and welcome to another episode of the Mr Barton Maths Podcast, with me Craig Barton.
This is an episode from the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning.
On today’s episode I was lucky enough to speak to Kelly Trezise
Kelly completed her undergraduate and graduate studies at Flinders University and the University of Melbourne. Following this, she worked as a postdoc in both the Melbourne School of Psychological Sciences and the Centre for the Study of Higher Education at the University of Melbourne, and then at the Department of Comparative Human Development at the University of Chicago. Kelly moved to Loughborough as a Research Fellow in 2020.
In this conversation we spoke mainly about maths anxiety and the impact it can have:
- How it may causes student not not engage at all
- Or impairs their performance by taking up capacity in working memory
- How it may affect the strategies they choose to use
- And what as teachers do about it?
Kelly’s Big 3
1. Bedside book of algebra
2. ABC Charting the covid 19 spread in Australia
3. Invisible women exposing the data bias
My usual plugs:
- My online courses are here: craigbarton.podia.com
- My books are “Reflect, Expect, Check, Explain” and “How I wish I’d taught maths”
- If you are interested in sponsoring an episode of the show, then drop me an email at [email protected]
- You can help support the show via my Patreon page at patreon.com/mrbartonmaths
One thought on “Research in Action 4: Maths anxiety with Kelly Trezise”
I teach an Nat 5 Maths evening class for Adults. A lot of my students have Maths Anxiety, I’ve seen the students who are so terrified just from watching the class that they are in tears before I’ve even asked them to do anything.
I also tutor 15-16 year olds who have been removed from classrooms for various reasons and many of them are hiding anxiety behind behaviour.
I do ask students to tell me their logic so we can work through the problems and offer alternative methods when we hit a complete block, even if it is the long way round, until they are comfortable and can face the more efficient method.
Thank you for this podcast, it has helped me to feel more secure in the way I am teaching and given me some things to think about.