Active Learning Strategies in Data Analysis to Reduce Student Anxiety #SEQuEL2017 @karenzgoda #SocWorkEd

2-For-1 Empowerment: Teaching #SocJust & Math Confidence w Graphs. C. Womack, C. Widdop #SEQuEL2017 http://bit.ly/sequel17-3

Active Learning Strategies in Data Analysis to Reduce Students' [Math] Anxiety by @karenzgoda #SEQuEL2017 http://bit.ly/sequel17-6

Thx to Liz Gunderson @Temple_Psych for great #SEQuEL2017 keynote: roots of math anxiety, motivation. http://bit.ly/sequel17-1 #ScholarSunday

That's all for #SEQuEL2017! Thanks to all presenters & attendees, links to presentations will be shared by Monday.

Active learning lets students "catch" themselves doing a t-test rather than dwelling in their anxieties. -@karenzgoda #SEQuEL2017

Numbers enjoy a cultural primacy, lending credence to an argument regardless of usage. -M. Hughes #SEQuEL2017

Numbers, too many, exist as a "black box" in an argument that are accepted, not decoded, esp when language is scant. -M. Keh #SEQuEL2017

Humanities students are comfortable w ambiguity in ways math/science majors aren't. Need for closure may impair QR success? #SEQuEL2017

Kids are more aware of their parents' views on failure than views on intelligence. How do you (help kids) respond to failure? #SEQuEL2017

Hearing about the value of group, collaborative learning in both #SEQuEL2017 sessions rn. Create heterogeneous groups, develop norms/roles.

Connecting quant reasoning w #SocJust offers students path to civic engagement. Pick graph they care abt, start slow. -C. Womack #SEQuEL2017

Graphs aren't epistemically neutral, but they suck people in. Is cancer screening effective? -C. Womack #SEQuEL2017

Many scoff at inductive-reasoning "evidence" in math reasoning, but Polya showed it's important speculative tool. -C. Womack #SEQuEL2017

Emphasizing authentic learning tasks, honoring diversity of problem solving processes promotes growth mindset in class. -A. Dema #SEQuEL2017

« Putting students on blast, comparing to classmates, performance-referenced instruction fosters fixed mindset. #SEQuEL2017

« Mastery-focused practices focus on each student's OWN progress, lead to more growth #mindset belief. OTOH... #SEQuEL2017 »

It's not enough for a teacher to believe in growth #mindset. Do our teaching PRACTICES reflect this? #MTBoS #SEQuEL2017 »

It's teachers' PRACTICES, not their own mindsets, that impact students' motivational practices. -E. Gunderson #SEQuEL2017

Teachers' math #anxiety corr w girls' decreased math achievement, mediated by inc in gender stereotype belief. -E. Gunderson #SEQuEL2017

Students with highest working memory capacity are MOST handicapped by math #anxiety, even in 1st/2nd grade! -E. Gunderson #SEQuEL2017

Math anxiety highest among elem ed and humanities majors who don't believe they'll do much math. -E. Gunderson #SEQUEL2017

Here we go! #SEQuEL2017 is under way, extra tweets incoming!
http://quacprogram.com/sequel

Tomorrow! #SEQuEL2017 descends on @BridgeStateU. Apologies in advance for extra tweets 😁 http://quacprogram.com/sequel @QuACProgram @karenzgoda

Important implications here for #mathanxiety. #SEQuEL2017 twitter.com/RyanBJackson1/status/692...

One week! #SEQuEL2017 meeting on #quantliteracy, #anxiety at @BridgeStateU lands next Thursday. http://quacprogram.com/sequel

Come hear from @karenzgoda about the piece reducing anxiety in data analysis courses at #SEQuEL2017 on Jan. 12!
http://QuACprogram.com/sequel

Proposals extended! Join @QuACProgram for #SEQuEL2017 & chat quant literacy, math anxiety. Jan 12 @BridgeStateU: http://quacprogram.com/sequel

To #POD16 #facdev colleagues in MA/RI:
Join us on Jan. 12 for #SEQuEL2017. Topic: beating anxiety in #quant courses. http://quacprogram.com/sequel

Massachusetts is beautiful in January.
Okay, well, you should join us for #SEQuEL2017 anyway! http://quacprogram.com/sequel