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 4 - Connecting with Students
LOL
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 reinforces the benefits of the LOL principle ‒ Listen, Observe, Learn ‒ a pedagogical framework developed by the author during her higher education teaching practice to enhance student engagement by responding to their feedback, both verbal and non-verbal. It explores how student voice can shape responsive and innovative teaching, beginning with a student’s reflection on how they learn best. The chapter examines the role of social media ‒ particularly Facebook study groups ‒ in connecting with students, fostering peer learning, providing academic support, and promoting lecturer-student interaction. It critically evaluates the benefits and limitations of these platforms, while considering the evolving nature of students’ digital preferences. Drawing on student perspectives, the chapter advocates for a pedagogy that is collaborative, adaptive, and grounded in authentic learner experience.
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- Mathematics Anxiety in University Non-SpecialistsInsights and Innovation, pp. 56 - 78Publisher: Cambridge University PressPrint publication year: 2026
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