Abstract:

Weak mathematics histories and negative math experiences can leave students underprepared for college level maths and contribute to high levels of math anxiety. Mathematics anxiety can be defined as an “irrational dread of mathematics that interferes with manipulating numbers and solving mathematical problems” (Buckley & Ribordy, 1982, p.1). Such interference in numerical cognition leads to an increased incidence of math errors – an unacceptable situation in the medical field. Awareness and analysis of the types of errors associated with high levels of math anxiety allows for remedial action during the pre-service years and promotes practice associated with increased patient safety in the field. This paper explores highly successful strategies employed in a Canadian college mathematics course for pre-service nursing and paramedic students to identify and prevent anxiety-related math errors in the classroom and, ultimately, in professional practice.

Keywords:

mathematics, numerical cognition, nursing, paramedic, math anxiety, error analysis.