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Lots of questions still exist:

What about student psychological development in math, and how anxiety mediates the perceptions of the instruction, assessment and feedback in math?

How do we scaffold the feedback and assessment in ways that impacts student learning in math?

The instruction, assessment and feedback strategies that might work for dealing with math anxiety in one child, may need to be very different than the anxiety that is presenting in another child.

How does math develop when students are developing along different trajectories of anxiety?

Read all about it: HERE

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