Book contents
- Mathematics Anxiety in University Non-Specialists
- Mathematics Anxiety in University Non-Specialists
- Copyright page
- Dedication
- Epigraph
- Contents
- List of Figures
- List of Tables
- Foreword
- Preface
- Acknowledgements
- Glossary
- List of Abbreviations
- Introduction
- Chapter 1 Framing the Problem
- Chapter 2 Mathematics Anxiety
- Chapter 3 From Past Interventions to Innovation
- Chapter 4 Connecting with Students
- Chapter 5 Creating Interest in Statistics
- Chapter 6 Feedback on Formative Assessments
- Chapter 7 Collaboration and Group Work
- Chapter 8 Concluding Lectures and Classes
- Chapter 9 The Intervention’s Impact on Students’ Attitudes
- Chapter 10 Gender Difference in Mathematics Anxiety
- Chapter 11 Transforming Anxiety into Resilience
- Chapter 12 Investigative Frameworks and Techniques
- References
- Index
Chapter 7 - Collaboration and Group Work
Published online by Cambridge University Press: 29 April 2026
Book contents
- Mathematics Anxiety in University Non-Specialists
- Mathematics Anxiety in University Non-Specialists
- Copyright page
- Dedication
- Epigraph
- Contents
- List of Figures
- List of Tables
- Foreword
- Preface
- Acknowledgements
- Glossary
- List of Abbreviations
- Introduction
- Chapter 1 Framing the Problem
- Chapter 2 Mathematics Anxiety
- Chapter 3 From Past Interventions to Innovation
- Chapter 4 Connecting with Students
- Chapter 5 Creating Interest in Statistics
- Chapter 6 Feedback on Formative Assessments
- Chapter 7 Collaboration and Group Work
- Chapter 8 Concluding Lectures and Classes
- Chapter 9 The Intervention’s Impact on Students’ Attitudes
- Chapter 10 Gender Difference in Mathematics Anxiety
- Chapter 11 Transforming Anxiety into Resilience
- Chapter 12 Investigative Frameworks and Techniques
- References
- Index
Summary
This chapter explores the transformative potential of collaboration and group work in higher education. It examines how students’ deep-rooted misconceptions about mathematics hinder their engagement with quantitative courses. Students’ reflections on group work reveal how collaborative learning can transform these mistaken negative beliefs about mathematics into positive ones. Beyond moderating mathematics anxiety, collaborative learning fosters a dynamic environment where students actively engage, share responsibility, and develop essential interpersonal and cognitive skills. Given the global shortage of core skills in the employment market, this chapter argues that group work is not merely a pedagogical tool but a strategic approach to future-proofing learners. By 2030, collaborative competencies are expected to be crucial across industries worldwide. The chapter offers insights into how working together in practice can empower students and prepare them for the evolving demands of the global workforce.
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- Mathematics Anxiety in University Non-SpecialistsInsights and Innovation, pp. 105 - 118Publisher: Cambridge University PressPrint publication year: 2026
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