Presentation Title
Proficiency Based Learning and Math Anxiety
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.
Primary Faculty Mentor Name
Carmen Smith
Secondary Mentor Name
Jessica Carthew, Holly Busier
Status
Undergraduate
Student College
College of Education and Social Services
Second Student College
College of Engineering and Mathematical Sciences
Program/Major
Secondary Education
Second Program/Major
Mathematical Sciences
Primary Research Category
Social Sciences
Secondary Research Category
Professional Studies
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.