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Contributed by Wade Pickren on 10/26/2013
Monday, October 28, 2013
Addressing academic needs of all learners along the math-competency continuum presents obvious challenges in higher education, particularly when upper-division coursework in non-math disciplines require prerequisite math proficiency. The challenge is to enhance learning for those with math anxiety, while concurrently providing suitable experiences for students who are more comfortable with math. The presentation shares methods and materials that have been used successfully to enhance learning for students for math-phobia. Although the focus is math, teaching-learning principles presented also apply to similar teaching challenges.