Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

Everingham, Yvette L., Gyuris, Emma, and Connolly, Sean R. (2017) Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects. International Journal of Mathematical Education in Science and Technology, 48 (8). pp. 1153-1165.

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Abstract

Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

Item ID: 48335
Item Type: Article (Refereed Research - C1)
Keywords: student engagement; mathematical anxiety; mathematical confidence; learning achievement; first-year multidisciplinary science
ISSN: 1464-5211
Date Deposited: 27 Apr 2017 02:39
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 100%
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