English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Mathematics educators often know the widespread nature of mathematics anxiety and may even be aware of the debilitating effect it can have on their students. Although educators may develop tricks or tools that seem to help, a comprehensive understanding of what students are experiencing and how the classroom environment can be adjusted to address their struggles is missing. Control-value theory offers a theoretical framework for how the classroom environment and students’ appraisals influence mathematics anxiety. Mathematics anxious students are focused on not failing, rather than on mastering the material, and have a low sense of control over outcomes. To decrease mathematics anxiety, teachers can implement strategies that increase emphasis on learning over performance and support autonomy, thus decreasing fear of failure and avoidant goal orientations, and increasing self-efficacy and control appraisals. Suggested strategies for adjusting instruction focus on high school and college classrooms.

Strategies for alleviating students’ math anxiety: Control-value theory in practice