Math Hater: How One Child Overcame Her Math Anxiety Through Self-Administered Art Therapy

Rufo, David

doi:10.1080/00043125.2017.1335527

Cited by 2 publications

(3 citation statements)

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“…During my math class, these transitional objects also became prototypical art objects (Thornton, 2014) because of the ways in which the children organized them with an aesthetic deliberateness. In this respect, we find the students also engaging in a form of self-administered art therapy (Rufo, 2017).…”

Section: Creative Work Spaces As Places Of Comfortmentioning

confidence: 84%

“…These findings reflect the research literature that shows children who feel comfortable and safe in a classroom environment engage more deeply and meaningfully in academic content (Gude, 2010; Nickerson, 1999; Richards, 2010).Furthermore, according to Wright (2015), the affective filter "refers to factors, such as fear, anxiety, shyness, and lack of motivation" (p. 319) that can impede learning, whereas, a "safe and enjoyable classroom environment…helps to lower the affective filter" (p. 61). When students in the author's classroom engaged in creative rituals of their own choosing, it lowered their affective filters which consequently opened up new channels and entry points into their learning (Rufo, 2017). The ritualized creativity of the students was made manifest in…”

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confidence: 99%

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The Elementary Classroom as a Site for Creative Ritual, Student Voice, and Meaningful Learning

David Rufo

2024

ACD

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During my time as an elementary school teacher, the students in the classroom were given a significant degree of agency, autonomy, and voice in how they went about their learning process. In this choice-based democratic learning environment, the students gravitated towards self-initiated creative engagement and chose to employ creativity as a central function of their learning process. The daily creative rituals which the students enacted fostered feelings of wellbeing and at the same time opened up additional creative pathways (Rufo, 2016). These findings reflect the research literature that shows children who feel comfortable and safe in a classroom environment engage more deeply and meaningfully in academic content (Gude, 2010; Nickerson, 1999; Richards, 2010). Furthermore, according to Wright (2015), the affective filter “refers to factors, such as fear, anxiety, shyness, and lack of motivation” (p. 319) that can impede learning, whereas, a “safe and enjoyable classroom environment…helps to lower the affective filter” (p. 61). When students in the author’s classroom engaged in creative rituals of their own choosing, it lowered their affective filters which consequently opened up new channels and entry points into their learning (Rufo, 2017). The ritualized creativity of the students was made manifest in myriad ways that included drawings, paintings, 3D objects, installations, game design, and the production of short films. This narrative demonstrates how student agency allows members of a classroom community to express their individual and collective voices, while providing ample opportunities to learn in creative, meaningful, and relevant ways.

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Section: Creative Work Spaces As Places Of Comfortmentioning

confidence: 84%

mentioning

confidence: 99%

The Elementary Classroom as a Site for Creative Ritual, Student Voice, and Meaningful Learning

David Rufo

2024

ACD

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“…Para identificação da AM, foram utilizadas escalas em 66,6% dos estudos; questionários em 37,5% e outras formas de medir a AM em 33,3% do total de 24 estudos. Dos oito estudos que adotaram outras formas de medir a AM, utilizou-se (1) medidas fisiológicas no estudo de Supekar et al (2015), por meio de ressonância magnética funcional (fMRI) e estrutural (sMRI); no estudo de Choi-Koh e Ryoo (2019), por eletroencefalograma (EEG); e no estudo de Verkijica e De Wet (2015), por medida de excitação fisiológica com dispositivo BCI e (2) medidas de autorrelatos, através de entrevistas, arteterapia e História em Quadrinhos em cinco estudos (Fernandez & Lina, 2019;Cropp, 2017;Rufo, 2017;Kulkin, 2016;Ruff & Boes, 2014). Sete estudos utilizaram diferentes tipos de instrumentos para medir a AM, de forma concomitante: (Supekar et al, 2015;Verkijica & De Wet, 2015;Jansen et al, 2013;Choi-Koh & Ryoo, 2019;Cropp, 2017;Hines et al, 2016;Ruff & Boes, 2014).…”

Section: Resultsunclassified

Efetividade de intervenções para redução da ansiedade matemática

Curilla¹,

Carmo²

2023

Rev Psicopedag

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ResumoO objetivo deste estudo foi investigar a efetividade de intervenções para redução da ansiedade matemática (AM) em crianças e/ou adolescentes, sistematizando sugestões para o atendimento psicopedagógico. Foi realizada uma revisão sistemática sobre AM, norteada pelo Protocolo PRISMA. A busca, conduzida nas bases de dados ERIC, LILACS, PePSIC, SciELO, Periódicos CAPES e Web of Science, abrangeu janeiro de 2010 a janeiro de 2021, artigos empíricos revisados por pares, em português, espanhol e inglês e as combinações dos descritores: mathematics anxiety OR math anxiety OR seus equivalentes em espanhol e português. Foram identificados 1.264 trabalhos e incluídos 24 por atenderem aos critérios de inclusão e exclusão. Esses estudos foram avaliados com relação à efetividade da intervenção, de acordo com os parâmetros: eficácia, eficiência, manutenção do efeito e generalização e as descobertas apresentadas por meio de síntese descritiva. Os resultados sugerem que intervenções que enfatizam aspectos pedagógicos e psicoterápicos são mais efetivas na redução da AM em crianças e adolescentes, enquanto as que utilizam apenas uma dessas estratégias apresentam menor efetividade. Quanto aos procedimentos de intervenção, destacam-se estratégias/programas educacionais que envolvem treinamento de habilidades matemáticas; jogos recreativos ativos; aprendizagem interativa na resolução de problemas; tutoria entre pares; e técnicas terapêuticas de redução de ansiedade, que abrangem a intervenção matemática integrada à aprendizagem autorregulada. Implicações para guiar a prática do psicopedagogo são discutidas à luz das evidências científicas e recomendações são apontadas para a sua atuação em caso de AM.

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Math Hater: How One Child Overcame Her Math Anxiety Through Self-Administered Art Therapy

Cited by 2 publications

References 3 publications

The Elementary Classroom as a Site for Creative Ritual, Student Voice, and Meaningful Learning

The Elementary Classroom as a Site for Creative Ritual, Student Voice, and Meaningful Learning

Efetividade de intervenções para redução da ansiedade matemática

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