
Reframing Math Anxiety: How UMass Dartmouth researcher Kolawole Kushimo advances concept-first teaching
By Etim Usoh The persistent problem of mathematics anxiety in K-8 classrooms presents a significant barrier, hindering academic achievement and shaping students’ feelings about themselves as capable learners. Despite extensive research documenting this harmful impact, many long-standing instructional practices remain unchanged. Approaches built around rote memorization, decontextualized instruction, and an emphasis on procedural speed and […]