Developing coaches for mathematical resilience: level 2

The construct ‘Mathematical Resilience’ [1] has been developed to describe a positive stance towards mathematics that enables learners to develop approaches to mathematical learning which allow them to overcome the barriers and setbacks that are frequently part of learning mathematics for many people. A resilient stance towards mathematics can be engineered by a strategic and explicit focus on the culture of learning mathematics within both formal and informal learning environments. As part of that cultural engineering, we have developed the notion of coaches specifically to support emergent resilience. The work described here is focused on developing coaches who can work beside learners, helping them to conjecture and use resilient learning ideas when facing difficulties in mathematics. Coaches develop a culture of ‘can do’ mathematics which works to counter the prevalent culture of mathematics helplessness and mathematics anxiety in the general population when faced with mathematical ideas. The coaches are not required to know the answer but rather to know ways that might yield an understanding of the mathematical ideas involved and thus lead to an answer. Our previous paper described the outcomes of the level 1 course, in which participants became skilled at peer-coaching. This paper discusses the outcomes of a second pilot course (Sept to Nov 2013) designed to develop ‘coaches for mathematical resilience’ at level 2, equipped to work with learners under the direction of a mathematics tutor outside the course. The 10 participants at Level 2, who regularly work with apprentices, both young and more mature, in a work-based environment continued with part 2 of the programme because of the positive outcomes from level 1. In the Level 1 course, they had worked to develop their knowledge of how to overcome deep seated antipathy to mathematics in themselves and in those with whom they work. The data confirms that once an individual has begun to develop their own personal mathematical resilience, worked through their own anxieties and negative stance towards mathematics in a safe and collaborative environment, they can then successfully coach learners to develop as resilient learners of mathematics. They become able to help those learners to find or develop the resources and skills to overcome their own barriers to learning mathematics and to manage any anxiety that may be engendered. Importantly, when the coach learns not to take any responsibility for the mathematics, but rather to focus on the learning skills and well-being of the learner, t learner outcomes are improved

Ortaokul Öğrencilerinde Matematik Kaygısı ile Duygu Düzenleme ve Psikolojik Sağlamlık Arasındaki İlişkinin İncelenmesi

Mathematics anxiety is seen as one of the important obstacles to students' learning mathematics. Because when the feeling of anxiety is experienced at an intense level, it can affect brain functionality and inhibit learning. Therefore, regulating intense emotions such as anxiety, in other words, recognizing, naming, expressing and reducing them to a tolerable level, can eliminate this obstacle to learning. Psychological resilience is defined as a person's ability to successfully cope with stressful and challenging situations. Another reason for math anxiety may be low levels of psychological resilience. In this study, the relationship between emotional regulation skills and psychological resilience level and mathematics anxiety was examined. Data was collected from 937 students continuing their education in secondary schools in Bayraklı district of Izmir province. The data collection tools used in this research are the Emotion Regulation Scale for Adolescents (EDRS), Mathematics Anxiety Scale, Child and Youth Psychological Resilience Scale and Personal Information Form. The data was analyzed with the Multiple Regression Analysis technique using the SPSS 23 package program. The results showed that emotional regulation skills and psychological resilience variables explained 25% of mathematics anxiety. Additionally, there is a negative relationship between having internal functional emotion regulation skills and math anxiety; A positive relationship was found between having dysfunctional emotion regulation skills and mathematics anxiety

Predicting Maths Anxiety From Mathematical Achievement Across the Transition From Primary to Secondary Education

The primary- to secondary-education transition is a substantive life event for many children. The transition can be associated with changes in the developmental trajectories of both emotional health and academic achievement. The current study looked at whether the trajectory of mathematical attainment and emotional health (anxiety) across this transition predicted later maths anxiety. A secondary analysis of data from the Twin Early Development Study (TEDS) was performed. The statistical models were fit on the 753 participants (one from each twin pair) for which there were measures of mathematical performance across the primary- to secondary-education transition and maths anxiety at age 18. Two multilevel growth modes were fit predicting mathematical attainment and anxiety over the primary- to secondary-education transition. The intercepts and slopes for each child were extracted from these models and used as predictors of subsequent maths anxiety at age 18. These effects were adjusted for biological sex, socio-economic status, verbal cognitive ability and general anxiety. Maths anxiety at age 18 was significantly predicted by both pre-transition levels of anxiety and mathematical attainment and their rate of change across the primary- to secondary-education transition. However, the effects were small suggesting that theories of maths anxiety may have overplayed the role of prior mathematical attainment and general anxiety

Confidence and competence with mathematical procedures

Confidence assessment (CA), in which students state alongside each of their answers a confidence level expressing how certain they are, has been employed successfully within higher education. However, it has not been widely explored with school pupils. This study examined how school mathematics pupils (N = 345) in five different secondary schools in England responded to the use of a CA instrument designed to incentivise the eliciting of truthful confidence ratings in the topic of directed (positive and negative) numbers. Pupils readily understood the negative marking aspect of the CA process and their facility correlated with their mean confidence with r = .546, N = 336, p < .001, indicating that pupils were generally well calibrated. Pupils’ comments indicated that the vast majority were positive about the CA approach, despite its dramatic differences from more usual assessment practices in UK schools. Some pupils felt that CA promoted deeper thinking, increased their confidence and had a potential role to play in classroom formative assessment

Separable functions of wingless in distal and ventral patterning of the Tribolium leg

The gene wingless (wg) in Drosophila is an important factor in leg development. During embryonic development wg is involved in the allocation of the limb primordia. During imaginal disk development wg is involved in distal development and it has a separate role in ventral development. The expression pattern of wg is highly conserved in all arthropods (comprising data from insects, myriapods, crustaceans, and chelicerates), suggesting that its function in leg development is also conserved. However, recent work in other insects (e.g. the milkweed bug Oncopeltus fasciatus) argued against a role of wg in leg development. We have studied the role of wg in leg development of the flour beetle Tribolium castaneum. Using stage-specific staggered embryonic RNAi in wild-type and transgenic EGFP expressing enhancer trap lines we are able to demonstrate separable functions of Tribolium wg in distal and in ventral leg development. The distal role affects all podomeres distal to the coxa, whereas the ventral role is restricted to cells along the ventral midline of the legs. In addition, severe leg defects after injection into early embryonic stages are evidence that wg is also involved in proximal development and limb allocation in Tribolium. Our data suggest that the roles of wg in leg development are highly conserved in the holometabolous insects. Further studies will reveal the degree of conservation in other arthropod groups

Aetiology and risk factors of musculoskeletal disorders in physically active conscripts: a follow-up study in the Finnish Defence Forces

<p>Abstract</p> <p>Background</p> <p>Musculoskeletal disorders (MSDs) are the main reason for morbidity during military training. MSDs commonly result in functional impairment leading to premature discharge from military service and disabilities requiring long-term rehabilitation. The purpose of the study was to examine associations between various risk factors and MSDs with special attention to the physical fitness of the conscripts.</p> <p>Methods</p> <p>Two successive cohorts of 18 to 28-year-old male conscripts (<it>N </it>= 944, median age 19) were followed for six months. MSDs, including overuse and acute injuries, treated at the garrison clinic were identified and analysed. Associations between MSDs and risk factors were examined by multivariate Cox's proportional hazard models.</p> <p>Results</p> <p>During the six-month follow-up of two successive cohorts there were 1629 MSDs and 2879 health clinic visits due to MSDs in 944 persons. The event-based incidence rate for MSD was 10.5 (95% confidence interval (CI): 10.0-11.1) per 1000 person-days. Most MSDs were in the lower extremities (65%) followed by the back (18%). The strongest baseline factors associated with MSDs were poor result in the combined outcome of a 12-minute running test and back lift test (hazard ratio (HR) 2.9; 95% CI: 1.9-4.6), high waist circumference (HR 1.7; 95% CI: 1.3-2.2), high body mass index (HR 1.8; 95% CI: 1.3-2.4), poor result in a 12-minute running test (HR 1.6; 95% CI: 1.2-2.2), earlier musculoskeletal symptoms (HR 1.7; 95% CI: 1.3-2.1) and poor school success (educational level and grades combined; HR 2.0; 95% CI: 1.3-3.0). In addition, risk factors of long-term MSDs (≥10 service days lost due to one or several MSDs) were analysed: poor result in a 12-minute running test, earlier musculoskeletal symptoms, high waist circumference, high body mass index, not belonging to a sports club and poor result in the combined outcome of the 12-minute running test and standing long jump test were strongly associated with long-term MSDs.</p> <p>Conclusions</p> <p>The majority of the observed risk factors are modifiable and favourable for future interventions. An appropriate intervention based on the present study would improve both aerobic and muscular fitness prior to conscript training. Attention to appropriate waist circumference and body mass index would strengthen the intervention. Effective results from well-planned randomised controlled studies are needed before initiating large-scale prevention programmes in a military environment.</p