Overcoming Instructor-Originated Math Anxiety in Philosophy Students: A Consideration of Proven Techniques for Students Taking Formal Logic.
Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since...
| Publicado en: | Metaphilosophy Vol. 47; no. 1; pp. 122 - 147 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=112333981&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 112333981 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00261068 9OM jtl: Metaphilosophy issn: 00261068 maglogo: Y pubinfo: dt: Jan2016 vid: 47 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 112333981 10.1111/meta.12165 ppf: 122 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 168KB tig: atl: Overcoming Instructor-Originated Math Anxiety in Philosophy Students: A Consideration of Proven Techniques for Students Taking Formal Logic. aug: au: Macpherson, Brian affil: Philosophy Department and Inter‐faculty Program, University of Windsor, Windsor Ontario, N9P 3P4, Canada su: Math anxiety Mathematical ability School phobia Psychological stress Mental depression sug: subj: Math anxiety Mathematical ability School phobia Psychological stress Mental depression keyword: co‐operative learning co-operative learning Keller plan mastery goal approach math anxiety philosophy department logic requirements teaching formal logic ab: Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol-manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their progress. Further, it argues that math anxiety is primarily caused by and exacerbated by poor instruction. Formal logic instructors who employ effective instructional techniques for reducing it can help their students overcome math anxiety to foster learning. Methods of instruction leading to anxiety reduction and evidence supporting their efficacy are discussed, including co-operative learning, the mastery goal approach, and self-paced learning. None of these methods holds back more advanced students. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Metaphilosophy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Metaphilosophy holder: Wiley-Blackwell dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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