Proficiency Based Learning and Math Anxiety
Fergus, Sara
Fergus, Sara
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Abstract
The present study analyzed the relationship between specific characteristics of the Vermont Public School’s classroom and assessment model, Proficiency Based Learning (PBL), and students’ anxiety about mathematics. The characteristics analyzed were reassessment, strong assessment, clear learning objectives, effective feedback, and reflection. Two middle-level teachers participated in this study, as well as three students in each classroom. Students participating self-identified as being math anxious. Research was conducted through interviews of students and teachers, in-class artifacts, and class observations. Through interviews and observations, this study found that students with math anxiety benefit the most from reassessment. They also benefit from effective feedback and clear learning objectives, particularly when present simultaneously. It was also found that the PBL grading system was generally beneficial to students with math anxiety.
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Date
2019-01-01
Student Status
Undergraduate
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Poster Presentation
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Program/Major
Mathematical Sciences
Secondary Education
Secondary Education
College/School
College of Engineering and Mathematical Sciences
College of Education and Social Services
College of Education and Social Services
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Social Sciences
Professional Studies
Professional Studies