The crisis around teaching and learning of mathematics and its use
in everyday life and work relate to a number of issues. These
include: The doubtful transferability of school maths to real life
contexts, the declining participation in A level and higher
education maths courses, the apparent exclusion of some groups,
such as women and the aversion of many people to maths. This book
addresses these issues by considering a number of key problems in
maths education and numeracy: *differences among social groups,
especially those related to gender and social class *the
inseparability of cognition and emotion in mathematical activity
*the understanding of maths anxiety in traditional psychological,
psychoanalytical and feminist theories *how adults' numerate
thinking and performance must be understood in context. The
author's findings have practical applications in education and
training, such as clarifying problems of the transfer of learning,
and of countering maths anxiety.
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