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P a g e | 1 ASSESSMENT COVERSHEET Student Name: Josephine Richardson Student Number: 11574867 Subject Code & Name: EMM410 Assessment Number: 1 Date Submitted: 24/12/2021 Subject Coordinator: Stephen Campbell Checklist for students:  I have used correct APA 7 th edition citation and referencing style.  I have completed a spelling and grammar check and there are no errors of this nature in typed responses.  The entire document is in MS Word form. Declaration I hereby certify that the attached assessment is my original work and has not been submitted for another subject at this or any other university or institution. All use of work or ideas of others has been accurately cited and referenced according to APA 7 th edition conventions. Josephine Richardson Student Number: 11574867

P a g e | 2 Two male students who are disengaged from mathematics and express this through behavioural avoidance Literature review (450–500 words) 548 Addressing students who show disengagement in mathematics is paramount in their success. A variety of differing reasons to why students become disengaged learners are evident, however for specifics of information regarding literature and strategies, a focus on Mathematic Anxiety has been established (Siemon, 2015, p. 163). Hembree (1990) defines Mathematics Anxiety (MA) as “ an adverse emotional reaction to mathematics or the prospect of doing mathematics” (Mammarella et al., 2019, p. 1) . MA often starts while students are in primary school and last long into their high school experience. Koch (2018, p. 5), illuminates statistics retrieved from the United States estimating that 25% to 80% of leaners at least experience MA at some point in their lives. Furthermore, taken from the Victoria State Government that at least 25% of “Australian 15-year-old students reported feeling hopeless when doing a mathematics problem ” (Victoria State Government, n.d.). Singh, (2020) states that students who experience MA often act out in behavioural ways however, learners experience different symptoms in each child such as avoidance in mathematics tasks, disengagement, and easily distracted. MA has a significant impact on students learning and can negatively impact learner’s memory, self- efficacy, confidence, self-concept, performance, achievement, capability, and aptitude (Koch, 2018, p. 6). Prodromou & Frederiksen (2021, p. 639) additionally concludes that Mathematic anxiety places considerable stress on students and can negatively impact their “cognitive, affective or physical reactions”. Regarding the issues that students with MA is the disruptions and effectiveness of learner’s memory. Koch (2018, p. 7) highlights findings researched by Young et al (2012), that “show the shift in brain activity of math anxious individuals and the reduction of working memory resources adversely affect mathematical performance”. This affects learners short term learning, it effects performance and tends to steer children away from stem subjects in later schooling (Victorian State government, n.d.). Students who experience MA often experience feelings of heightened tension. As stated by Nuffield Foundation (2020) conducted a study that illuminated the negative effects of mathematic anxiety can have on students. It was highlighted that learners who experience MA receive poor results in comparisons to others (Nuffield Foundation, 2020). The Victoria State Government (n.d.), website states that worry and tension is often times most widely reported. There are five stages that students with MA experience while trying to complete a Josephine Richardson Student Number: 11574867

P a g e | 3 task. These are experiencing symptoms of MA, negative thoughts, overthinking on negative thoughts, overthinking on negative thoughts while completing math tasks and more mistakes being made. There are numerous negative experiences that students with Mathematic Anxiety experience. However, the most common experiences are ones mentioned earlier by the Victorian State Government (n.d.). The Victorian State Government (n.d.) highlights the concept that students who experience mathematical anxiety can be supported in classrooms and involved more by improving their emotional regulation skills to remove the anxiety from mathematics. Pedagogical practices are highlighted such as growth mindset, opportunities for these individuals to shine in a mathematic concept etc. However, A successful way to support learners with MA is to allow students to write down, read through and examine the problem beforehand (Koch, 2015). In conclusion, MA plagues majority of students in their lifetime. It is a widespread issue that deviates students from learning their best potential and eventually steering clear from STEM career opportunities. Teaching strategy and activity (150-200 words) 200 words The strategy: KWL Chart: Why did you choose this strategy for this group? This strategy was chosen to help eliminate MA. In research stated from Tok (2013, p. 197), Learning strategies have a positive impact in holding anxiety. As quoted from Tok (2013, p. 197), “KWL as a learning strategy can have a positive effect on math anxiety ”. Additionally, Tok concluded that providing students with the opportunity to write about the task beforehand is a “powerful tool” (2013, p. 197). The KWL Chart is categorised as a metacognition strategy. It allows students to become aware and manage their own thoughts (Alsalhi & Ajman University, United Arab Emirates, 2019, p. 2). The activity: Stage 3 Measurement – Comparing Areas (sourced and adapted from the Department of Education) (NSW Government Education, 2021). The activity and the Activity sheet are included in Appendices B. Syllabus content outcomes : NSW Syllabus: MA3-10 MG: “Selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles” (NSW Government Education, 2021). Josephine Richardson Student Number: 11574867

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P a g e | 4 - “Calculate the areas of rectangles using familiar metric units (ACMMG109), - Calculate areas of rectangles (including squares) in square centimetres and square metres o Recognise that rectangles with the same area may have different dimensions - Record calculations used to find the areas of rectangles (including squares)” (Education Standards Authority, 2012a). Working Mathematically: MA3-1WM: “Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions” (NSW Education Standards Authority, 2012b). How does this activity incorporate the strategy outlined above ? I have altered the activity to incorporate the KWL chart as a learning process. I intended to use the KWL chart to discuss what will be taught in the lesson as well as giving students opportunities to illuminate aspects of the topic they would like to learn. The KWL chart is implemented as a discussion topic. It allows the teacher and students to talk about what is required of the task. Additionally, group work in re-evaluating what students have learnt is present through out the activity with the requirement of students to record their findings on the KWL chart at the conclusion of the lesson as a reflection strategy. This help promote learners to link their previous experiences to the new information learnt. Part B: Two Aboriginal and/or Torres Strait Islander students: 568 The importance of inclusion of all learners in education is paramount. Siemon et al, (2015, p. 155) states that success in mathematics is due to experiences that allow students to implement and apply the knowledge learnt for better understanding. The Australian Human Rights Commissions ICESCR Article 13 (n.d) states that recognition of the right to education of all and that education shall “enable ALL persons to participate effectively” (Australian Humans Right Commission, n.d.). This is applicable for Indigenous Australians as EAL/D learners in mathematics. Warren et al, (2004, pg37) illuminates’ major contributors towards issues in Indigenous Australian learners. “Language, assessment, learning style and, the relevance of the mathematical activity” are some examples highlighting Indigenous Australians struggle in the learning environment (Warren et al, (2004, pg37). Indigenous Australians, as EAL/D learners experience difficulties in Josephine Richardson Student Number: 11574867

P a g e | 5 understanding the contrasting meanings of concepts, languages and symbols used in mathematics (Mathews & Morris, n.d.). Examples of confusion between language, culture and mathematics is Indigenous Australians viewing time as cyclic, while Western culture views time in a linear way (Siemon et al, 2015, pg91) Language/cultural differences is a considerate barrier to Indigenous Australians education. As Stated by NSW Government Education (2021c), EAL/D students will bring “their own cultural knowledge and experiences and may be unfamiliar with accepted classroom routines and the cultural knowledge required for success”. Teachers in western mathematics need to ensure Indigenous Australian students are being actively engaged while ensuring that their culture is acknowledged (Warren & Miller, 2013, p. 152). “ Indigenous Australian learners’ mathematics are intertwined with relationships, land, family and nature and can be a contributing factor for misunderstandings in the mathematics” (Siemon, 2015, pg91). It is important for teachers to develop an awareness of Indigenous Australian culture and focus on the needs of ALL students, gaining background knowledge and connections (Siemon, 2015, pg 91). When utilizing an approach to teaching Indigenous Australian students, teachers need to support and develop awareness on appropriate successful teaching strategies that encourage motivation and connections to new learnings (Warren & Miller, 2013). Warren et al. (2004, p. 2) illuminates the concept of Indigenous Australians learners often guessing classwork through limited information interpreted due to communication skills. Due to this, Indigenous Australian Learners with EAL/D tend to pass under the radar (Warren et al.,2004, pg2). Indigenous Australians experience a vast arrange of experiences in the classrooms include difficulties in completing a task finding it too challenging, loss of motivation from challenging tasks, feelings of self-consciousness, frustration and feelings of helplessness, confusion of learning a new language and the differences between native language and the new language learnt (NSW Government Education, 2021 c). Information provided by literature has encouraged teachers become culturally inclusive, gain an understanding of children’s culture and practices to help EAL/D students. EAL/D learners can benefit from teacher clarifying the tasks by allowing students with EAL/D learners suitable time to read and understand the mathematic questions (Centre for Multicultural youth, 2020). Strategies stated by the Centre for Multicultural youth (2020, p.1-2) include the breaking down of questions, using real life contexts, visual and written demonstrations and building the information gradually. All the strategies stated allow EAL/D learners to become more involved in the learning environment. Josephine Richardson Student Number: 11574867

P a g e | 6 In conclusion, EAL/D learners and Indigenous Australian learners face a multitude of challenges in the learning environment. Creating a diverse and equal learning environment that incorporate successful teaching strategies into activity’s allows for the success of EAL/D learners. Teaching strategy and activity (150-200 words) The strategy: Explicit Instruction Why did you choose this strategy for this group? Explicit Instruction benefits EAL/D learners in various ways. Teachers who implement explicit instruction are allowing EAL/D learners the opportunity to have clear and concise language to occur in the classroom. This helps in EAL/Ds understanding of the tasks and prevents inclusion. Additionally, Explicit teaching allows the modelling of activities to occur. This provides a visual demonstration including a step-by-step instruction process that the teacher demonstrates during the modelling. Explicit instruction also allows for Feedback to occur. Including explicit instruction as a strategy in the classroom and activities allows EAL/D students to “develop their understanding and form increasingly sophisticated connections between related concepts” (Department of Education and Training & Victorian Government Initiative, n.d.). The activity: Making plans, Stage 3. Provided by the NSW education department (NSW Department of Education, 2020). The activity requires students to have a hands-on approach to identifying and applying measurement processes. Activity is in Appendix D. Syllabus content outcomes : - MA3-10MG Selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles, and triangles. - recognise the need for a formal unit larger than the square metre - calculate areas of rectangles (including squares) in square centimetres and square metres - recognise that rectangles with the same area may have different dimensions (Reasoning) - apply measurement skills to solve problems involving the areas of rectangles (including squares) in everyday situations, e.g., determine the area of a basketball court. How does this activity incorporate the strategy outlined above? The activity has incorporated explicit modelling into the activity by requesting the teacher provide a demonstration, getting students involved in addition to this collaboration and verbal discussions between students and the teachers were established. A set of goals in dot point fashion where made available for all students to see. Josephine Richardson Student Number: 11574867

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P a g e | 7 Part C One female student who has been identified as gifted and talented. 586 Giftedness is “a pattern of cognitive, motivational, and social variables needed for high achievement in one or more domains ” (Smedsrud, 2018). Gifted students in mathematics can easily identify the relationship between topics, concepts, and ideas without need of formal instruction (Rotigel & Fello, 2020). Rotigel & Fello (2020) state that gifted children often want to know more about “how” and “why” in mathematical ideas. Numerous challenges that arise for mathematically gifted children in the schooling system. A significant issue that is faced by gifted females is gender stereotyping. Gifted female students often face many challenges and issues that undermined the child’s ability and potential in the learning environment. According to Stepanek (1999, p. 20), Researchers have illuminated a various reason behind female student’s underachievement in mathematics. These include: “Gender Stereotypes pervasive in society, lack of role models, declining confidence in their abilities, and peer pressure to hide their abilities and intelligence” (Stepanek, 1999, p.21). The issues that gifted/female gifted students face in today’s society also affects their experience of mathematics. Serow et al (2014, p. 258) state that gifted learners experience boredom in classrooms because tasks aren’t challenging enough. Additionally, female gifted mathematics learners face challenges such as gender stereotypes. “The under representation of women in maths and science domains is mainly attributed to the detrimental effects and ramifications of gender stereotypes favouring males over females” (Kao, 2014, p.17). Gender stereotyping in mathematics suppresses gifted females’ confidence in mathematics and creates prevention in women choosing Stem related careers (Kao, 2014, p.18). Gifted females feel pressure to fulfil the gender norms dictated by society (Kao, 2014. p.19). Gifted female learners feel significant amounts of pressure from society and classmates to confine themselves to the gender stereotypes. This impacts gifted females negatively as they attempt to supress their skills and/or develop a fear of speaking and answering questions. Stepanek (1999, p.21) states the mathematically gifted females experience dismissal, less tolerance, and feelings of suppression. “Teachers often have less tolerance for girls who call out answers in class, ask numerous questions, and are confident in their opinions and willing to argue- behaviours that are likely to be accepted as evidence of giftedness in boys ” (Stepanek,1999, p.21). The above quote highlights hardships that female gifted students experience in the classroom. According to Josephine Richardson Student Number: 11574867

P a g e | 8 Bianco et al (2011, p. 172) researchers suggest that boys are being presented with more “instructional time, teacher attention and praise” in comparison to girls. According to Dano (2015) & Stepanek (1999), ways to address gender stereotypes in mathematics and to include learners more effectively is to become aware of the gender bias and stereotypes. Dano (2015), illuminates the use of female role models as a common and successful approach in tackling the gender biases in mathematics. According to Smedsrud (2018), research identifies the main element of nurturing mathematically gifted students is through learning opportunities. Promoting a differentiated curriculum for gifted students such as: increasing the complexity of the work, allowing different learning rates, interest, allowing time for students to experience enrichment or exposure to harder learning opportunities, and a blending of content that allows differentiation to occur. In Summary, gifted female students face significant challenges in the learning environment. Gifted students experience pressure due to the stereotyping of “ men are better at mathematics ”. Research has stated that there is a significant decline in women continuing STEM subjects in career paths due to gender stereotyping. With teachers acknowledging the gender bias and implementing successful strategies to promote gifted learners in mathematics, gifted students will be able to thrive. Teaching strategy and activity (150-200 words) The strategy: Inquiry based learning strategy, incorporating collaboration Why did you choose this strategy for this group? The decision to use inquiry-based learning was derived from literature and case studies conducted. Results from Chrysovalantis et al (2020), stated that inquiry-based learning is successful and compatible for gifted students and their needs. In addition to this, incorporation of some collaborative strategies along with children picking the tasks that interest them the most is involved. The reason behind incorporating some collaboration into the tasks is backed behind a case study illuminating the notion that gifted students do not “prefer to work alone and that their preference largely depends on how much they feel supported in their learning by teachers and fellow students” (Chrysovalantis et al., 2020). Due to the case studies the implementation and choice of inquiry- based learning with collaboration was found suitable in order to support the needs of gifted students in mathematics. Josephine Richardson Student Number: 11574867

P a g e | 9 The activity : Area Word Problems activity is in Appendix E & F sourced from Syllabus content outcomes: Working Mathematically: - MA3-1WM: Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions. - MA3-2WM: Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations. - MA3-3WM Gives a valid reason for supporting one possible solution over another. - Outcomes and content: - MA3-9MG: Selects and uses the appropriate unit and device to metre lengths and distances, calculates perimeters and converts between unit of length o Explain that the perimeters of two-dimensional shapes can be found by finding the sum of the side and lengths, o Record calculations used to find the perimeters of two-dimensional shapes o Record lengths and distances using combinations of millimetres, centimetres, metres and kilometres, e.g. 1 km 200 m. o Describe how a length or distance was estimated and measured. How does this activity incorporate the strategy outlined above? The activity incorporates inquiry-based learning by using social interaction. This is incorporated with students having the choice to pick their partner for the task. Exploration is evident with students being able to pick the questions and working in collaboration with the partners to investigate the questions. Reasoning is also encouraged in this task as students are required to brainstorm, investigate, reason, and reflect behind the answers. All these elements are part of inquiry-based learning and serve a purpose to help motivate gifted learners and develop engagement in the task. Josephine Richardson Student Number: 11574867

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P a g e | 10 Appendices: Content: Appendix A: Comparing areas KWL Chart - p. 11 Appendix B: Comparing Areas Activity sheet - p. 12 Appendix C: Comparing Areas Activity – p. 13 Appendix D: Measurement- squares and rectangles p.14 Appendix E: Area worksheet p. 15 Appendix F: Activity of worded area questions p.16 Josephine Richardson Student Number: 11574867

P a g e | 11 Appendix A: Comparing Areas KWL Chart What do you know about Area and Comparing Area? What would you like to learn about in comparing Area? What have you learnt about comparing area? Josephine Richardson Student Number: 11574867

P a g e | 12 Appendix B: Activity sheet: Comparing Areas: 1. Calculate the area of each rectangle by counting the grid squares. Record the results in the table below. 2. Calculate the area of each triangle by counting the grids squares. Record the results in the table below. Name Area of Rectangle Area of triangle 1 Area of triangle 2 Student 1: Student 2: Student 3: Student 4: Student 5: Josephine Richardson Student Number: 11574867

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P a g e | 13 Appendix C: Introduction to activity: - Provide each student their own area KWL chart and activity worksheet (can be found in Appendices A & B) - Read through the activity with the class, highlighting how comparing areas between shapes is the focus in today’s activity. - Ask students to refer to the KWL Chart and have a collaborative discussion asking students what already know about the activity topic and what they would like to learn about comparing areas. Write the interests of what students want to know on the board for students to see. o ACTIVITY:  Divide the area into groups of 5  Using grid paper, each student in the group draws and cuts out a rectangle of any size.  Have students calculate the area of each rectangle by counting the grid squares  Students are to record their results in the table provided in the Activity sheet.  Students then rule a diagonal line across the rectangle (from corner to corner) and cut along the diagonal line to make two triangles  Students are to calculate and record the area of both triangles using the same method as before  As a group. Students discuss their results and establish the relationship between the rectangle and triangles from the table. Conclusion to activity: Students are to reflect what they have learnt about area, comparing the areas of different shapes into their KWL charts. Josephine Richardson Student Number: 11574867

P a g e | 14 Appendice D: Making plans: 1- Provide a step by step goal of the lesson outline on the board i. Students are to find a partner ii. Students are to design and draw a diagram of a handball court. These will be drawn with a metre ruler, chalk on the concrete outside. iii. Students are to estimate the area and check the area using paper square meters provided. iv. Conclusion and feedback provided. 2- Provide a visual demonstration of the activity on the board i. Design and draw a handball court on the blackboard ii. Grab a ruler and hypothesis with students what they believe the length will be before measuring. iii. Draw upon some of the students to provide a guess of the area iv. Ask a student to come to the blackboard and measure the court with the paper square meters 3- After the visual demonstration that collaborated with students occurs ask students to find a partner. 4- Provide students with the utensils they need and proceed outside with suitable area space. 5- Prompt students to start the task, walking around to ensure that children stay on task, check to see if anyone needs help and provide feedback throughout the activities to assist children. 6- After 15 mins, ask students to head back to the desks 7- For the conclusion of the activity, have a verbal and collaborative discussion with students about what they found. Provide feedback to students. Josephine Richardson Student Number: 11574867

P a g e | 15 Appendice E: Word Problems: Area worksheet 1. In Groups of two, pick two/three worded problem that appeals to you the most. Complete the worded problems together. a. Julia digs a flower bed that is 8metres long and 2 metres wide. What is the area of the flower bed? b. Mrs. Smith wants to tile the kitchen floor. It is 3m x 2m. How many one metre square tiles will he need? c. Linda’s bedroom is 5metres long and 3.5metres wide. How much carpet will Linda need to cover the floor of her bedroom? d. Terry built a backyard pen for his new puppy. The length of the pen was 4metres and the width was 8metres. What is the area of the pen? 2. Draw a diagram of your one of the worded problems. Ensuring that the working out is shown regarding your answer. 3. Can you think of another method to getting the answer compared to the method you used? you did? 4. What would the measurements be if it were all units were changed to metres? Would it change the answer? Provide a justification to your answer. 5. Reflect on your activity? What did you do well? Josephine Richardson Student Number: 11574867

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P a g e | 16 Appendix F: Teacher guidance to Activity included on the Worksheet in Appendix E. 1- Ask students to get into pairs of their choosing 2- Explain to learners that they will be working collaboratively to work out a worded question of their choosing 3- Hand out the worksheet to students 4- Ask students to read through the worksheet together and think about the worded question that they want to choose. 5- Once students have chosen a question, ask students to work out the worded questions, ensuring that students in pairs are talking about the processes and discussing why they should do it a particular way. 6- Ask students to work down the worksheet in collaboration with their partner, ask them to reflect and investigate if there is another way to find the solution they got. 6. Get students to reflect on their activity and what they need improvement on or wat they did well. References Alsalhi, N. & Ajman University, United Arab Emirates. (2019). The Effects of the Use of the Know - Wabt - LEarn Strategy (KWL) on Fourth Grade Students Achievement in Science at Primary Stage and Their attitude towards it. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), 1–13. Bianco, M., Harris, B., Garrison-Wade, D., & Leech, N. (2011). Gifted Girls: Gender Bias in Gifted Referrals. Roeper Review, 33(3), 170–181. https://doi.org/10.1080/02783193.2011.580500 Centre for Multicultural youth. (2020, February). Supporting EAL Students in maths - Centre for Multicultural. https://www.cmy.net.au/wp-content/uploads/2020/02/Supporting-EAL-students-in- Maths.pdf Josephine Richardson Student Number: 11574867

P a g e | 17 Chrysovalantis, K., Chrysovalantis, K., & Drigas, A. (2020). S.T.E.M.: Inquiry-Based Learning and Gifted Education. Neurology and Neurobiology, 1–5. https://doi.org/10.31487/j.nnb.2020.04.01 Dano, B. R. (2015, December 5). Tackling the gender bias in mathematics education. Lateral Magazine. http://www.lateralmag.com/articles/issue-1/tackling-the-gender-bias-in-mathematics- education Department of Education and Training & Victorian Government Initiative. (n.d.). Explicit teaching | Department of Education and Training, Victorian Government Initiative. Numeracy Guide. http://numeracyguidedet.global2.vic.edu.au/hits-explicit-teaching/#:%7E:text=Through%20explicit %20instruction%20learners%20are%20able%20to%20develop,and%20supporting%20independent %20exploration.%20Explore%20by%20developmental%20stage Education Standards Authority. (2012). Area. NSW Government. Retrieved December 21, 2021, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/ mathematics/mathematics-k-10/content/1140 Kao, C. Y. (2014). Mathematically gifted adolescent females’ mixed sentiment toward gender stereotypes. Social Psychology of Education, 18(1), 17–35. https://doi.org/10.1007/s11218-014- 9278-2 Lilley, K. (2008). Teaching Strategies for Gifted Students in Mathematics and Literacy: A case Study in New Zealand Primary School. Massey University. https://mro.massey.ac.nz/handle/10179/7056 Mammarella, I. C., Caviola, S., & Dowker, A. (2019). Mathematics Anxiety: What Is Known, and What is Still Missing (1st ed.). Routledge. NSW Department of Education. (2020, December 10). Stage 3 - measurement – squares and rectangles. NSW Government. https://education.nsw.gov.au/teaching-and-learning/student- assessment/smart-teaching-strategies/numeracy/measurement-geometry/area-surface-area/ stage-3-measurement-squares-and-rectangles#sidenavigation_auto NSW Education Standards Authority. (2012). Table of Objectives and Outcomes. NSW Government. Retrieved December 21, 2021, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/ mathematics/mathematics-k-10/outcomes/table-of-objectives-and-outcomes NSW Government Education. (2020, December 10). Stage 3 - measurement – squares and rectangles. Teaching Strategies. https://education.nsw.gov.au/teaching-and-learning/student- assessment/smart-teaching-strategies/numeracy/measurement-geometry/area-surface-area/ stage-3-measurement-squares-and-rectangles#sidenavigation_auto NSW Government Education. (2021a, May 24). Stage 3 - measurement – comparing areas. Teaching Strategies. Retrieved December 21, 2021, from https://education.nsw.gov.au/teaching- and-learning/student-assessment/smart-teaching-strategies/numeracy/measurement-geometry/ area-surface-area/stage-3-measurement-comparing-areas Josephine Richardson Student Number: 11574867

P a g e | 18 NSW Government Education. (2021b, December 20). Effective strategies for supporting EAL/D students. Teaching Strategies. https://education.nsw.gov.au/teaching-and-learning/school- excellence-and-accountability/school-excellence-in-action/effective-improvement-measures-and- strategies/excellence-for-students-learning-english-as-an-additional-language-or-dialect/effective- strategies-for-supporting-eal-d-students Nuffield Foundation. (2020, January 16). Early intervention is key to breaking “vicious circle” of maths anxiety. https://www.nuffieldfoundation.org/news/early-intervention-is-key-to-breaking- vicious-circle-of-maths-anxiety Rotigel, J., & Fello. (2020). Mathematically Gifted Students: How can we meet their needs? Davidson Institute. Retrieved December 22, 2021, from https://www.davidsongifted.org/gifted- blog/mathematically-gifted-students-how-can-we-meet-their-needs/ Skaalvik, E. M. (2018). Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance. Social Psychology of Education, 21(3), 709–723. https://doi.org/10.1007/s11218-018-9433-2 Stepanek, J. (1999). Meeting the Needs of Gifted Students: Differentiating Mathematics and Science Instruction. Mathematics and Science Education Centre. https://educationnorthwest.org/sites/default/files/12.99.pdf Tok, K. (2013). Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills. Metacognition and Learning, 8(2), 193–212. https://doi.org/10.1007/s11409-013-9101-z State Government. (n.d.). Mathematics anxiety. Education and Training. Retrieved December 17, 2021, from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/ maths/Pages/research_overcomingmathsanxiety.aspx Josephine Richardson Student Number: 11574867

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