Teaching mathematics is not only the process of showing how to perform mathematical calculations, but also developing students’ problem-solving skills, deep understanding of mathematical concepts and practical applications of maths. In this regard, you will apply principles of learning theories related to constructivism and active learning. During your degree, you will have the chance to apply learning theories to teaching mathematics and develop practical strategies that account for diverse groups of learners. Some key concepts include:

• building on students’ knowledge and scaffolding students’ mathematical thinking
• sequencing mathematical lessons
• integrating tasks, high quality resources and materials to support the learning of all students
• developing problem-solving skills
• relating maths to meaningful tasks and practical applications
• precision and neatness when showing mathematical procedures
• making maths enjoyable and providing students with opportunities to practice and enjoy the process of solving problems

The Victorian Education and Training department provides learning and teaching support for maths students

There are also a number of books to help you develop and reflect on your pedagogical skills such as:

Working with peers to provide and receive feedback is also a helpful strategy, as well as reflecting on your development as a teacher.

Dealing with maths anxiety

One of the main barriers to effective teaching and learning is maths anxiety. This could be due to a gap in mathematical knowledge that makes the student feel anxious. It can also be due to past negative experiences as a maths student, or negative perceptions about one’s ability to solve maths problems. As a teacher, you may have to deal not only with student’s maths anxiety but also your own anxiety when working with mathematical concepts.

An important aspect to take into consideration when dealing with maths anxiety is that it is a learned response and, thus, can be unlearned. Practising maths problems and being exposed to maths is critical to dealing with maths anxiety, as anxiety is negatively reinforced.

There are some helpful strategies to deal with maths anxiety to help you break the cycle negative beliefs-avoid behaviour- negative reinforcement:

• Become aware of the triggers and factors that sustain it
• Understand what thoughts, feelings and behaviours arise in response or as a result of maths anxiety
• Start approaching maths rather than continuing to avoid it
• As you increase your exposure, you will gradually improve your knowledge and practice
• Reflect on your learning journey and improvement
• Ask your peers for help

Finally, Counselling Services can help you identify and implement effective strategies to deal with maths anxiety.

Working with quantitative research data

Being able to read and interpret quantitative research data is a critical skill for teachers and educators. It is important to be able to assess the quantitative information presented in academic sources (e.g. peer reviewed journals) in order to critically analyse results and recommendations from research studies. These skills are needed in order to implement evidence-based educational practices; that is, practices based on reliable research evidence.

These are some strategies to read and interpret quantitative research data. We recommend you to check the Statistics pages to refresh your knowledge about descriptive and inferential statistics:

• Read carefully the methodology section of journal articles to assess sample size, sample characteristics, methodology (e.g. was it a pre-post study with the same group of students?) and methods and instruments (e.g. observation, questionnaires,…)
• Assess what type of descriptive statistics were obtained and what these statistics tell you about the sample and distribution of scores of the variables that were measured in the study. For example, you may notice that the distribution of scores of the variable of interest (e.g. students’ maths anxiety) is not normally distributed (i.e. there were too many students with extreme anxiety scores); or the sample contains a higher number of female students.
• What inferential statistics were obtained and why? Consider whether the statistical tests obtained in the study are the most appropriate considering the research question(s). Pay attention to how results are presented in terms of significance of the result (statistical significance) and effect size (what is the magnitude of the result?).
• Assess the recommendations of the study based on your analysis of descriptive statistics, sample size and characteristics, and use of inferential statistics. For example, can an educational intervention be deemed effective for all groups of students if it has only been studied using a specific sample of students?