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Editor's Notes

• #2: My aim today is to give you a brief overview of the provisions of the EU Directive as they relate to victims with specific protection needs. But also to demonstrate that the EU Dir improves access to justice for such victims, not only by making the criminal proceeding more accessible and less traumatic, but also by providing an avenue in which to access civil justice when standards of service for such victims have not been adequately met by the state.
• #5: Buckley: “Perhaps one of the reasons that maths anxiety is such a common feeling in the community is that it is acceptable to show anxiety in this area. Even though the link between maths ability and general intelligence is widely endorsed, admitting to personal difficulties with maths, a lack of interest in maths or worry over maths is socially acceptable and considered the norm. On the other hand, if a student admits that they like maths and are good at it that student will often be labelled a ‘nerd’. This contradiction reflects a culture that facilitates the development of maths anxiety in students.” QAA subject benchmark statement for law includes requirement that students are given an opportunity within the QLD to demonstrate numeracy.
• #6: Lyons I. M., and Beilock S. L., (2012). Mathematics Anxiety: Separating the Math from the Anxiety, 22 Cerebral Cortex 2102-2110. Ashcraft, M. H., (2002). Math Anxiety: Personal, Educational and Cognitive Consequences, 11(5) Current Directions in Psychological Science 181-185. Lyons and Beilock used functional magnetic resonance imaging (fMRI) of the brain during experiments with maths anxious individuals and non-maths anxious control group and found neurological evidence of anxiety negatively impacting on maths performance prior to completion of a maths task, when students were anticipating the maths task ahead of them. Researchers from this study concluded that it is not the skill level of the maths anxious individual that leads to performance drops but rather their ability to manage their anxiety at this anticipatory stage and devote their attention to a task.
• #7: Buckley: “The other long-term impact of maths anxiety is the development of a negative attitude towards the subject. Anxious individuals will avoid subjects, courses and careers that involve maths. Such avoidance can limit students’ opportunities and career pathways. “
• #9: Tackle maths anxiety by CBT and offer maths tuition focused at NQF level 4 before entrenched maths avoidance strategies have been developed. May be too late, but at least GCSE maths will have been attained and so mathematics should not be such a remote memory two years on.
• #10: Lyons and Beilock: “Individual differences in how math- anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emo- tional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.” “To our knowledge, this work serves as the first evidence from cognitive neuroscience in support of the idea that education interven- tions which emphasize the control of negative emotional responses to math stimuli may reveal a population of potentially numerically competent individuals.” Longitudinal study using Short Math Anxiety Rating Scale (Alexander and Martray 1989). Why a MOOC?