Negative Experiences Effects on Student Learning
| dc.contributor.author | Kimura, Chantelle | |
| dc.date.accessioned | 2021-12-22T20:27:39Z | |
| dc.date.available | 2021-12-22T20:27:39Z | |
| dc.date.issued | 2021-11 | |
| dc.description | A student presentation to the Fall 2021 Student Research and Creative Works Symposium | |
| dc.description.abstract | The overall goal of this study is to determine how a student’s experiences with math can affect their performance, as well as how those experiences can affect your adulthood.<br> Teachers who let students walk away from math when it becomes too frustrating, show that they understand students sometimes need some space from math. This allows students to feel trusted and safe in their learning environment, as well as taking responsibility for their own learning (Champagne, 2021)<br> Research from The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College show that only 7 percent of students had positive experiences with mathematics in their school years. Students who have had negative experiences with math have a history of holding onto that anxiety for years, which can hinder the learning process (Jackson, C. D. & Leffingwell, 1999). | |
| dc.format.extent | 1 page | |
| dc.identifier.uri | http://hdl.handle.net/10790/6824 | |
| dc.language.iso | English | |
| dc.publisher | University of Hawaiʻi — West Oʻahu | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | |
| dc.title | Negative Experiences Effects on Student Learning | |
| dc.type | Presentation | |
| dc.type.dcmi | text |
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