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All rights reserved.  \nHelen Hindle is Head of Maths at a large comprehensive secondary school in Inner London. At her school, maths is taught in mixed attainment classes in years 7‐10 and in either Foundation or Higher classes in Year 11, with no setting within those tiers. Helen is in her 4th year as Head of Maths and has previously been Head of Maths at schools in East Sussex and Havering. You can follow Helen on twitter @helenhindle1. Helen also has two websites, [www.mixedattainmentmaths.com](www.mixedattainmentmaths.com and)[ and](www.mixedattainmentmaths.com and)[ ](www.mixedattainmentmaths.com and)[www.growthmindsetmaths.com](www.growthmindsetmaths.com where)[ where](www.growthmindsetmaths.com where) she freely shares resources to support the development of a growth mindset within students and strategies and resources for teaching mixed attainment maths classes.  \nToday’s event  \n• Overcoming maths anxiety and developing a growth mindset in your students.  \n• Problem solving – developing students’ confidence and independence.  \n• Supporting students to learn effectively in classes with a range of prior knowledge.  \n3  \nCopyright © 2021 AQA and its licensors. All rights reserved.  \nThis workshop shares strategies to help students overcome maths anxiety with a focus on strategies to develop students’ engagement with multistep problem solving questions. It also provides strategies for supporting students in classes with a range of prior knowledge, as this is an issue which effects both mixed attainment classes and‘set’ classes, particularly at the current time, following students’ different access to, and engagement with, online learning.  \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.  \nThe Centre for Neuroscience in Education at Cambridge University, recognises mathematics anxiety as a separate issue from anxiety around taking tests in general. They suggest that mathematics is unique in this sense as other subjects do not seem to develop subject specific anxiety. Mathematics anxiety leads to an avoidance of any situation in which mathematics may be involved and interferes with people’s ability to manipulate numbers or solve mathematical problems. Mathematics anxiety can range in severity, the Centre for Neuroscience in Education estimate that between 2‐6% of secondary school students suffer with‘extreme’ mathematics anxiety.  \nWhat this can look like in our classrooms  \n• Students not wanting to verbally contribute answers or ask questions.  \n• Students preferring not to give a written answer rather than risk writing down an incorrect answer.  \n• Students trying to ‘hide’ mistakes.  \n• Students giving up.  \n6  \nCopyright © 2021 AQA and its licensors. All rights reserved.  \nMaths anxiety results in students not wanting to ask or answer questions during the teacher’s explanation or class discussion for fear of ‘looking stupid’ by asking a‘silly’question or making a mistake in their answer. This is not restricted to verbal responses but shows itself clearly in students’work, especially in written assessments, when students skip a question entirely rather than attempting an answer. The certainty of gaining no marks for a question is a ‘safer’option than the chance of gaining a mark when it goes hand in hand with a chance of committing to paper an in","cbCaiq2KGW6KLilz","https://ap.wps.com/l/cbCaiq2KGW6KLilz","pdf",1121536,27,"English","# Today’s event\n## Overcoming maths anxiety and developing a growth mindset in your students\n## Problem solving – developing students’ confidence and independence\n## Supporting students to learn effectively in classes with a range of prior knowledge\n# Maths anxiety\n## What this can look like in our classrooms\n# Growth mindset\n## Mindsets\n## Rephrasing thinking","[{\"question\":\"How does maths anxiety differ from general test anxiety?\",\"answer\":\"Maths anxiety is recognized as a separate issue from anxiety around taking tests in general. It is also described as unique in how it can interfere with students’ ability to manipulate numbers and solve mathematical problems.\"},{\"question\":\"What behaviours in the classroom can indicate maths anxiety?\",\"answer\":\"Students may avoid verbally contributing, prefer not to write answers to avoid being wrong, hide mistakes, give up, skip questions in assessments, use excessive crossing out, or choose tasks that are too easy. Some also avoid revision and homework.\"},{\"question\":\"How does a growth mindset help address maths anxiety?\",\"answer\":\"The workshop links maths anxiety to inner fixed beliefs about being “no good” at maths and needing a “mathematical brain” to succeed. Developing a growth mindset is presented as a belief that everyone can learn maths, helping students move toward better engagement and progress.\"}]","GCSE Maths: Teacher Virtual communities - Autumn 2021 | PDF",1792468304,68]