Elisa Fogarty, a current student in the MA Second Language Education program, presented joint work at both conferences with Marta Kobiela, VIRL director. The presentation outlined her proposed masters thesis including theoretical framework, methodology, and potential contributions.
The presentation for the University of Manitoba conference was titled, "Mathematics Anxiety in Second Language Education Contexts: A Study Utilizing Students Spatial Reasoning."
Abstract: Mathematics anxiety, “the negative physical, emotional, and cognitive reactions triggered by maths-related tasks” (Li, 2025, p.1), is a common phenomenon. Beyond discomfort, mathematics anxiety can limit involvement in STEM fields (Barroso, 2021). In Quebec, immersion prompts learning math in an additional language, which can bring foreign language anxiety (Kiaer, 2021). Thus, both mathematics and additional language learning are anxiety-inducing, which is the focus of my research.
To combat mathematics anxiety we must first change our view of mathematics. Math is often characterised as an independent, silent, or, as Pimm (1987) states, a language-free activity (Culligan, 2015); some challenge this by posing mathematics as a discursive activity, or math as a social activity (MSA), an activity conducted through “spoken, written or symbolic interaction” (Barwell, 2005, pp. 119-120). Engaging in MSA is an inherently creative and inclusive practice as opposed to traditional math teaching, and possibly less anxiety inducing, as we know that engaging in math talk creates more positive experiences for students (Petronzi et al. (2024).
Thus, my research questions are: How do students describe their math anxiety when engaging in MSA? (RQ1) How do students describe their language anxiety when engaging in MSA? (RQ2) How do students’ experiences in MSA compare to their other mathematics and language experiences? (RQ3) To answer these questions, interviews and a spatial reasoning task involving mapping will be used. Three French immersion students will complete the task collaboratively. Data will be analyzed through a thematic analysis (Clarke & Braun, 2017) to identify themes related to how students describe their experiences (RQ1+RQ2) and comparisons with MSA and other experiences (RQ3). My research design and expected implications will be presented.
The presentation for the Concordia conference was titled, "Mathematics anxiety in second language learning contexts: a study with spatial reasoning."
Abstract: Mathematics anxiety, a negative mental or physiological reaction prompted by mathematics-affiliated activities (Li, 2025), is a phenomenon that many are familiar with. Mathematics anxiety can deter involvement in STEM fields (Barroso, 2021). In Canada, learning mathematics is unique, as immersion contexts teach mathematics in an additional language. Learning content in an additional language can entail foreign language anxiety (FLA) (Kiaer, 2021). Thus, both mathematics and additional language learning are anxiety-inducing. I propose a shift in perspective to counter these effects.
Mathematics is often characterised as an independent and, as Pimm (1987) states, a language-free activity (Culligan, 2015); this is challenged by framing mathematics as a discursive activity, conducted through “spoken, written or symbolic interaction” (Barwell, 2005, pp. 119-120). This view of mathematics will be referred to as math as a social activity (MSA). Moreover, in language immersion classrooms, teachers utilize group work, as students’ interactions within a positive group lead to increased motivation, lower anxiety, and opportunities to develop the target language (Poupore, 2016). Theoretically, bridging these techniques could help with mathematics and language anxiety.
The theoretical frameworks in this study are Vygotsky’s sociolinguistic theory, embodiment theory, the situative perspective, and complexity theory, which will serve as a lens for my research.
Vygotsky’s sociolinguistic theory suggests that language development occurs through social interactions. In mathematics classrooms, this theory can take shape through collaborative problem-solving and shared reasoning. I will use this theory to inform my methodology, prioritizing peer interactions.
The embodied perspective suggests that knowledge can be demonstrated through gestures, which aid learning (Alibali, 2011). Thom (2015) points out that “conceptualizing the body, in mathematics, as a dynamic cognitive system” (Thom, 2015, p. 72) warrants verbal or non-verbal activity as a showcase of understanding. This theory will inform my analysis by considering what students say verbally and their gestures.
I will utilize a situative perspective, which argues that learning is situated in specific environments and can be done with the people around us and the tools we use, including language (Greeno, 2014). A situative approach focuses on how “participants talk, gesture and create visible representations for each other as they interact” (Greeno, 2014, p. 85). In my study, I will examine participants’ interactions rather than accuracy.
Thus, my research questions are: How do students describe their math anxiety when engaging in MSA? (RQ1) How do students describe their language anxiety when engaging in MSA? (RQ2) How do students’ experiences in MSA compare to their other mathematics and language experiences? (RQ3) To answer these questions, I plan to use interviews and a spatial reasoning task, involving mapping. A group of three French immersion students will work together to complete the task. I will conduct the interviews in English and French at a school where I was previously employed. To analyze the data, I will use a thematic analysis (Clarke & Braun, 2017), during which I will identify themes to capture how students describe their experiences (RQ1+RQ2) and how their interactions in MSA compare to other experiences (RQ3). I will present preliminary interpretations.