Providing study skills advice to the math-anxious: developing a model for effective teaching practice
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Date
2001-07
Authors
Klinger, Christopher M
Journal Title
Journal ISSN
Volume Title
Publisher
Flinders University
Rights
Rights Holder
Copyright © The Flinders University of South Australia, 2001.
Abstract
This paper is the result of a pilot study to motivate and help structure the development of a model for effective teaching practice when providing academic assistance to math-anxious university students. Students seeking academic skills advice for math-related study problems are identified within two broad categories, one of which contains a sub-category of students who are at most risk of academic failure or withdrawal. A range of issues is considered via a literature review and examination of actual case notes and summary data. A client student profile is identified and the learner/teacher styles and interaction are reported. Finally, "numerosity", numeracy, and the connections between language and math anxiety are briefly discussed.
Description
Keywords
Education, Higher education, Study skills
Citation
Klinger, C.M., 2001. Providing study skills advice to the math-anxious: developing a model for effective teaching practice. In H. Silins and R. Murray-Harvey (Eds.) Improving University Teaching and Learning, vol. 6. Papers presented at the Graduate Certificate in Tertiary Education Mini-Conference held at The Flinders University of South Australia, Bedford Park, South Australia, November 15, 2000, 1-13..