Dealing with anxieties associated with quantitative literacy learning in extended curriculum classrooms

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.