Metaphilosophy 47 (1):122-146 (2016)
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Abstract |
Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol-manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their progress. Further, it argues that math anxiety is primarily caused by and exacerbated by poor instruction. Formal logic instructors who employ effective instructional techniques for reducing it can help their students overcome math anxiety to foster learning. Methods of instruction leading to anxiety reduction and evidence supporting their efficacy are discussed, including co-operative learning, the mastery goal approach, and self-paced learning. None of these methods holds back more advanced students
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Keywords | philosophy department logic requirements mastery goal approach co‐operative learning math anxiety teaching formal logic Keller plan |
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DOI | 10.1111/meta.12165 |
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References found in this work BETA
The Relationships Among Working Memory, Math Anxiety, and Performance.Mark H. Ashcraft & Elizabeth P. Kirk - 2001 - Journal of Experimental Psychology: General 130 (2):224.
The Underground History of American Education a Schoolteacher's Intimate Investigation Into the Problem of Modern Schooling.John Taylor Gatto - 2000
Citations of this work BETA
Evaluation of a Student-Oriented Logic Course.Aaron Thomas-Bolduc & Richard Zach - 2018 - ISSOTL 2018 Annual Meeting.
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