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Baker, J. (2021). ‘You See It Differently Once You Calm Down’: Developing an Intervention to Support Learners to Address Their Mathematics Anxiety. Ph.D. Thesis, University of Warwick.

has been cited by the following article:

• TITLE: Addressing Mathematics Anxiety: A Case Study in a High School in Brazil

  AUTHORS: Telma Para, Sue Johnston-Wilder

  KEYWORDS: Mathematics Anxiety, Mathematical Resilience, Participatory Action Research, Anxiety-Informed Mathematics Teaching, Growth Zone Model

  JOURNAL NAME: Creative Education, Vol.14 No.2, February 28, 2023

  ABSTRACT: Mathematics Anxiety is debilitating and causes negative impacts on students’ academic lives. In this case study, we use Participatory Action Research methodology to address Mathematics Anxiety in a public high school in Rio de Janeiro (Brazil). An intervention was performed using tools such as the Growth Zone Model and the hand model of the brain in order to address anxiety and build Mathematical Resilience. The levels of Mathematics Anxiety were measured before and after the intervention using the revised MAS scale (MAS-R), and narrative records were made. The data indicate positive evidence in performing this kind of intervention, adding to the literature on building Mathematical Resilience and leading us to continue developing our practice as anxiety-informed teachers, and to recommend future interventions with bigger and more diversified samples.