Presenter's Name(s)

Sara FergusFollow

Primary Faculty Mentor Name

Carmen Smith

Secondary Mentor NetID

jcarthew, hbusier

Secondary Mentor Name

Jessica Carthew, Holly Busier

Status

Undergraduate

Student College

College of Education and Social Services

Program/Major

Secondary Education

Second College (optional)

College of Engineering and Mathematical Sciences

Second Program (optional)

Mathematical Sciences

Primary Research Category

Social Sciences

Secondary Research Category

Professional Studies

Presentation Title

Proficiency Based Learning and Math Anxiety

Time

3:00 PM

Location

Silver Maple Ballroom - Social Sciences

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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Proficiency Based Learning and Math Anxiety

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.