“Math anxiety is a well – known XXXXXXXXXX” (XXXX XXXX, XX. XX). In XX future classroom I XXXX combat XXXX XXXXXXX by XXXXXXXX XXXXXXXX to work XXXXXXXX in small groups XXXX XXX the XXXXXXXX do not feel XXXXXXXXXXX. I will XX XXXXXX the XXXXXXXXX in order XX ask students XX XXXXXXXX XXXXX XXXXXXXXXX to show differentiated XXXXXXXX. XX indicated by XXXXXX 3.6 XX XXX XXXX-XXXX it would be XXXX useful to XXXXXXXX XXXX XXXXXXX XXXX XXXXXXX so I XXX XXXXXX XX students to have an effective XXXXXXXX XXXXXXXXXXX. I XXXXX XXXXXX XX XXX XXXXXXXXX XX XXXXXXXX XXXX they XXXX an XXXXXX that is XXXXX in XXXXX of the class. I would XXXXXXX XX my st XXXXXX what the XXXXXXX XXXXXX is and how to find the right answer. XXXXXXX of penalizing XX students when they XXX XXX XXXXX XXXXXX we would debate XXX process XXX XXXXXXX their XXXXXXX. I XXXX used XXXXXXX techniques with my cousin XXX struggles XXXX math XXX gets upset when she gets the XXXXX answer. I XXXXXXXXX XX cousin with XXXXX active XXXXXXXX. “Students XXXXXX XXX be XXXXXXXXX to XXXXXXX and watching their XXXXXXX at the board. They should be engaged in XXXXXXXXX, thinking, XXXXXXXXXX, and applying their knowledge” (XXXX, 2010 pg. XX). XXXX I XX XXXXXXX XX cousins XXXXXXXXX XX use a XXXXXXXX chart or XXXXXXXXX to XXXX how XXXX a half is or how to show X. XXXX a XXXXX XXXX XXXXXX learning XXXX have a XXXXXX XXXXXXXXXXXXX XXX XXX XXX it XXXX their eyes better. Students XXXX XXXX XXXXXXX real XXXX situations XXXX math. As a child, I sometimes XXX math anxiety. Sometimes I would forget how to XXXXXXXX an XXXXXX. I XXXXX forget how XX XXXXX an equation or XXXXX XXXX I was XXXXX XXX double XXXXX my XXXXXX. I XXXXX XXX XXXXXXXX out XXX XXXX to XXXX up.
Reference
XXXXXXX, A., XXXXX, S. &XXX; XXXXXXX, L. (2018). Guiding children’s XXXXXXXX of mathematics (13th ed.). Cengage.