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It explains maths anxiety as distinct from general test anxiety and shows common classroom behaviors such as avoiding answering, hiding mistakes, and giving up. The resource outlines how to celebrate progress, model mindsets with feedback that values effort and application, and support independent problem solving using strategies like “boxing up” and IMCA, plus activities tied to AO3 and example higher-tier questions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-maths-teacher-virtual-communities-autumn-2021-623393/623393/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-maths-teacher-virtual-communities-autumn-2021-623393/623393.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is maths anxiety different from general test anxiety?","Question",{"text":112,"@type":113},"Maths anxiety is described as a separate issue from anxiety about taking tests in general. It is unique and can interfere with manipulating numbers and solving mathematical problems.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom behaviors can indicate students have maths anxiety?",{"text":117,"@type":113},"Students may avoid verbal contributions, prefer not to write answers to avoid being wrong, hide mistakes, or give up.",{"name":119,"@type":110,"acceptedAnswer":120},"How can teachers encourage students to solve multistep problems independently?",{"text":121,"@type":113},"The resource recommends strategies such as “boxing up” (Information, Methods, Calculations, Answer - IMCA), supported by questioning approaches and classroom activities using AO3-style questions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623393,1792502149,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","GCSE Maths: Teacher Virtual communities  \nAutumn 2021  \n| Welcome |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Today’s event |  |  |\n| --- | --- | --- |\n| • Overcoming maths anxiety and developing a growth mindset in your students.\u003Cbr>• Problem solving – developing students’ confidence and independence.\u003Cbr>• Supporting students to learn effectively in classes with a range of prior knowledge. |  |  |\n| 3 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\nMaths anxiety  \n4  \nCopyright © 2021 AQA and its licensors. All rights reserved.  \nCentre for Neuroscience in Education University of Cambridge  \n‘Mathematics Anxiety is a negative emotional reaction to mathematics that can be debilitating.’  \nCentre for Neuroscience in Education, University of Cambridge  \n• It is recognised that maths anxiety is a separate issue from anxiety around taking tests in general.  \n• Maths anxiety is unique which can interfere with people’s ability to manipulate numbers/solve mathematical problems.  \n5  \nCopyright © 2021 AQA and its licensors. All rights reserved.  \n| What this can look like in our classrooms |  |  |\n| --- | --- | --- |\n| • Students not wanting to verbally contribute answers or ask questions.\u003Cbr>• Students preferring not to give a written answer rather than risk writing down an incorrect answer.\u003Cbr>• Students trying to ‘hide’ mistakes.\u003Cbr>• Students giving up. |  |  |\n| 6 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\nGrowth mindset  \n‘The very best opportunities to learn come about when students believe in themselves.’  \nJo Boaler, p5 Mathematical Mindsets 2016.  \nMathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching by Jo Boaler, John Wiley & Sons Limited © 2015. Reproduced with permission of the Licensor through PLSclear.  \n| Mindsets |  |  |\n| --- | --- | --- |\n| |  |  |\n| 8 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Rephrasing thinking\u003Cbr>If you hear yourself thinking\u003Cbr>\u003Cbr>If you hear yourself thinking\u003Cbr>\u003Cbr>\u003Cbr>If you hear yourself thinking\u003Cbr>\u003Cbr>Tell yourself\u003Cbr>|  |  |\n| --- | --- | --- |\n| 9 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Celebrate progress at every opportunity |  |  |\n| --- | --- | --- |\n| You could show student’s progress in places such as:\u003Cbr>• classrooms\u003Cbr>• assemblies\u003Cbr>• corridor displays. |  |  |\n| 10 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Activity 1 |  |  |\n| --- | --- | --- |\n| Which mindset do you model in your classroom?\u003Cbr>Promotes a fixed mindset Promotes a growth mindset Praising students for being smart Praising effort and strategies Formative comments that emphasise achievement Formative comments that emphasise effort and application Praising students for achievements that come easily Building robust self-confidence Spending time documenting intelligence and ability Spending time developing intelligence and ability Directing students to which tasks to complete Giving students a strong voice in the learning process and a sense of purpose Boosting self-esteem Providing constructive criticism Place importance on grades/levels rather than learning Place importance on learning rather than grades/levels |  |  |\n| 11 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\nProblem solving  \n12  \nCopyright © 2021 AQA and its licensors. All rights reserved.  \n| Encouraging students to attempt multistep problems |  |  |\n| --- | --- | --- |\n| ‘Boxing up’ or ‘Information, Methods, Calculations, Answer (IMCA)’ is a strategy for:\u003Cbr>• working out (for writing)\u003Cbr>• discussing (asking each other questions)\u003Cbr>• thinking (asking yourself questions) . |  |  |\n| 13 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| ‘Boxing up’ or ‘IMCA’ |  |  |\n| --- | --- | --- |\n| Zeb Friedman. Originated from work done with Helen Hindle\u003C","cbCaiuHhgvZfCaYD","https://ap.wps.com/l/cbCaiuHhgvZfCaYD","pdf",925747,15,"English","# Today’s event\n## Maths anxiety\n## What this can look like in our classrooms\n## Growth mindset\n## Celebrate progress at every opportunity\n## Activity 1\n## Problem solving\n## Activity 2\n## Example questions (June 2019 Higher)\n## Knowledge range\n## “Do now” and practice paper reference\n## The role of learning journeys in promoting a growth mindset","[{\"question\":\"How is maths anxiety different from general test anxiety?\",\"answer\":\"Maths anxiety is described as a separate issue from anxiety about taking tests in general. It is unique and can interfere with manipulating numbers and solving mathematical problems.\"},{\"question\":\"What classroom behaviors can indicate students have maths anxiety?\",\"answer\":\"Students may avoid verbal contributions, prefer not to write answers to avoid being wrong, hide mistakes, or give up.\"},{\"question\":\"How can teachers encourage students to solve multistep problems independently?\",\"answer\":\"The resource recommends strategies such as “boxing up” (Information, Methods, Calculations, Answer - IMCA), supported by questioning approaches and classroom activities using AO3-style questions.\"}]","GCSE Maths - Teacher Virtual Communities - Autumn 2021 | PDF",1792468317,38]