Providing study skills advice to the math-anxious: developing a model for effective teaching practice

Abstract

This paper is the result of a pilot study to motivate and help structure the development of a model for effective teaching practice when providing academic assistance to math-anxious university students. Students seeking academic skills advice for math-related study problems are identified within two broad categories, one of which contains a sub-category of students who are at most risk of academic failure or withdrawal. A range of issues is considered via a literature review and examination of actual case notes and summary data. A client student profile is identified and the learner/teacher styles and interaction are reported. Finally, "numerosity", numeracy, and the connections between language and math anxiety are briefly discussed.