A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation

Journal article


Petronzi, D., Schalkwhy, G. and Petronzi, R. 2023. A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation. Journal of Research in Childhood Education. pp. 1-19. https://doi.org/10.1080/02568543.2023.2214591
AuthorsPetronzi, D., Schalkwhy, G. and Petronzi, R.
Abstract

Research and education stakeholders in the United Kingdom (UK) acknowledge math anxiety as a detriment to learning math and associated with performance deficits, avoidance, and limiting career opportunities. Support approaches and strategies have typically focused on instruction and emotion regulation, but not necessarily in younger children using a more sustainable resource, such as a targeted storybook approach. Therefore, in this qualitative study, children age 6–7 years (N = 15) across two UK primary schools took part in 1:1 discussion surrounding engagement with a math anxiety storybook approach. Following reflexive thematic analysis, three global themes were identified: [A] Math Application: (1) counting and (2) mathematical language; [B] Strategies: (1) social learning and (2) resilience and self-regulation; and [C] Emotive Responses: (1) perceptions of self and math and (2) success and happiness. Overall, our findings suggest that children successfully engaged with a storybook approach – with integrated math problems – that normalized math talk in a non-judgment-based environment and led to more positive perspectives of math and more resilient approaches and solutions. We discuss these findings in relation to developing emotion regulation using a sustainable and flexible resource.

KeywordsEmotion regulation; math anxiety; math education; storybook; strategies
Year2023
JournalJournal of Research in Childhood Education
Journal citationpp. 1-19
PublisherTaylor & Francis
ISSN 2150-2641
Digital Object Identifier (DOI)https://doi.org/10.1080/02568543.2023.2214591
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/02568543.2023.2214591
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Open
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Open
Output statusPublished
Publication dates
Online28 Jun 2023
Publication process dates
Deposited04 Jul 2023
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