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|Title:||Dealing with anxieties associated with quantitative literacy learning in extended curriculum classrooms||Authors:||Winter, Mark (University of Johannesburg)||Keywords:||ECP classroom;Anxiety;Mathematical quantitative literacies;Quantitative reasoning||Issue Date:||2018||Publisher:||Cape Peninsula University of Technology Fundani, Centre for Higher Education Development||Source:||Winter, M. 2018. Dealing with anxieties associated with quantitative literacy learning in extended curriculum classrooms. In: Coleman, L. (ed.), Teaching in extended programmes in South Africa: classroom contexts, lecturer identities and teaching practices. [online] Cape Town: Cape Peninsula University of Technology Fundani, Centre for Higher Education Development, pp.75 - 84. Available at: http://teachinginecp.com||Project:||Writing to Learn action research project||Abstract:||Anxiety associated with learning mathematical and quantitative literacies is the focus of this chapter. By outlining how quantitative reasoning is positioned as an especially prized ability in the university, the author’s describes a reflective review of his attempts to offset the anxiety experienced by his extended curriculum students who have performed poorly in a qualitative literacies course. As a result of this reflective activity he is able to reconsider of the causes of such anxiety and also devise more responsive ways to support students to become more successful in this subject.||Description:||Chapter in book||URI:||http://hdl.handle.net/11189/7054||ISBN:||978-0-6399647-5-1|
|Appears in Collections:||Books / Book Chapters|
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checked on Jun 18, 2019
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