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|a Poster Session: Counseling, Human Development, Business & Library |h [electronic resource]. |
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|a All rights reserved by the source institution. |
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|a Beyond the Numbers: Interventions Addressing Math Anxiety by
Haley Best, Dr. Michelle Storie, and Dr. Joan Gujarati.
Since math anxiety often has less to do with a student's actual mathematics ability than the fear surrounding it, what interventions have been shown to reduce math anxiety? Journaling about math anxiety prior to taking a test has been shown to boost math test scores of math anxious students as well as limit working memory demands from math anxious thoughts. Having open dialogues with students and valuing multiple entry points for problem-solving are also effective strategies (Gujarati, 2015). Ruff and Boes (2014) showed promising findings for improving both math achievement and lessening math anxiety when school counselors conducted an intervention group teaching cognitive-behavioral strategies and other related techniques. Ramirez, Shaw, and Maloney (2018) describe multiple types of interventions targeting math anxiety, including exposure, math skill, and interpretation. Chang and Beilock (2016) also report success from interventions incorporating relaxation training, deep breathing, and even listening to relaxing music. These interventions and others will be discussed in the context of the school environment. What can school professionals do to mitigate math anxiety? What class-wide or small-group interventions could be implemented and what strategies could be conducted, if needed, through virtual or home-based formats? |
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|a Evaluating Children’s Problem Solving in a Collaborative Building Task by Dr. Zachary Gold, Hannah Hertik and Jessica Buckley.
Children use problem solving to navigate a variety of developmental and social tasks. Previous research on early problem solving employed controlled laboratory tasks or structured play paradigms. To our knowledge, no research has evaluated children’s use of problem solving in ecologically valid informal learning contexts, such as play with friends. The goal of this study was to employ a new observational measure of problem solving language and behavior during completion of a construction play task. Two undergraduate research assistants coded 68 children’s collaborative peer play. We hypothesized that children’s problem solving would be positively associated with their ability to replicate a premade construction model. Faculty and students will share preliminary results and implications for STEM education. |
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|a Outside of the Expected: How Sex Discrimination Effects Gender Nonconforming People by Helena Buttons.
"Gender roles in the workplace have been studied extensively as the United States attempts to work it’s way towards gender equality. We understand that jobs are gendered, with the traits of the job unconsciously being reflected in those hired. This is based upon Alice Eagly’s 1987 Gender Theories of communal and agentic roles. The problem that this paper attempts to address is where gender non-conforming (GNC) people fit in this gender equality fight. It is my hypothesis that because GNC people do not adhere to the traditional traits of either gender, they are subject to additional discrimination in the workplace. I explore this through utilizing primary research. I claim that GNC people assigned male at birth who are perceived as men will be “punished” or less likely to secure employment because of their defection from their assigned masculine expectations. I also attempt to describe that GNC people assigned female at birth are just as likely to experience the discrimination of women because of the perception of them as women. GNC who are androgynous are not seen as capable of performing the duties of man or woman. These statements result in the exploration of how discrimination based upon sex is more complicated than simply female/male, and the United States must bridge the gap through revised legal protection." |
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|a Penfield Library vs. COVID-19: An Analysis of Research Help Desk Services by Awa Dembele. |
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|a Session Chair: Tiphanie Gonzalez |
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|a Electronic reproduction. |c SUNY Oswego Institutional Repository, |d 2021. |f (Oswego Digital Library) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Collected for SUNY Oswego Institutional Repository by the online self-submittal tool. Submitted by Zach Vickery. |
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|t Penfield Library by Awa Dembele |
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|a Oswego Digital Library. |
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|u https://digitallibrary.oswego.edu/AA00000311/00001 |y Electronic Resource |
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|3 Related item |u https://digitallibrary.oswego.edu/SUOS000912/00001 |y Penfield Library by Awa Dembele |
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|a https:/digitallibrary.oswego.edu/content/AA/00/00/03/11/00001/Beyond the Numbers - Interventions Addressing Math Anxiety - Haley Bestthm.jpg |