## Mathematics, Affect and Learning: Middle School Students' by Peter Grootenboer, Margaret Marshman

By Peter Grootenboer, Margaret Marshman

This publication examines the ideals, attitudes, values and feelings of scholars in Years five to eight (aged 10 to fourteen years) approximately arithmetic and arithmetic schooling. essentially, this booklet makes a speciality of the improvement of affective perspectives and responses in the direction of arithmetic and arithmetic studying. moreover, it sounds as if scholars increase their extra adverse perspectives of arithmetic in the course of the heart university years (Years five to 8), and so right here we be aware of scholars during this serious interval. The publication is predicated on a few empirical reports, together with an enquiry undertaken with forty five teenagers in Years five and six in a single college; a large-scale quantitative examine undertaken with scholars from more than a few faculties throughout diversified groups in New Zealand; and comparable small-scale experiences with junior secondary scholars in Australia. This booklet brings significant, empirically-based proof to the commonly held conception that many scholars have damaging perspectives of arithmetic, and those affective responses improve throughout the center years of college. the knowledge for this e-book have been accumulated with institution scholars, and scholars who have been truly engaged in studying arithmetic of their an important heart university years. The findings mentioned and mentioned listed below are suitable for researchers and arithmetic educators, coverage makers and curriculum builders, and academics and faculty principals engaged within the educating of arithmetic.

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This e-book examines the ideals, attitudes, values and feelings of scholars in Years five to eight (aged 10 to fourteen years) approximately arithmetic and arithmetic schooling. essentially, this ebook specializes in the improvement of affective perspectives and responses in the direction of arithmetic and arithmetic studying. additionally, it sounds as if scholars advance their extra unfavorable perspectives of arithmetic in the course of the center college years (Years five to 8), and so right here we be aware of scholars during this serious interval.

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Clarkson, P. C. (2001). Beyond numeracy: Values in the mathematics classroom. In J. Bobis, B. Perry, & M. ), Numeracy and beyond (Proceedings of the twenty-fourth annual conference of the Mathematics Education Research Group of Australasia (pp. 202–209). Sydney: MERGA. Foucault, M. (1984). The subject and power. In B. ), Art after postmodernism (pp. 229– 252). Chicago, IL: The University of Chicago Press. Frenzel, A. , & Goetz, T. (2007). Girls and mathematics—A hopeless” issue? A control-value approach to gender differences in emotions towards mathematics.

Problem-solving). Furthermore, Cates and Rhymer (2003) noted that mathematically anxious students were more likely to make fundamental errors in their mathematical activities, thus limiting their capacity to engage with more advanced mathematical concepts, and causing them to achieve at a lower level than their non-anxious peers. Again, it is important to once again note that feelings of mathematics anxiety are largely developed in the very classrooms where the subject is taught and promoted, and so like beliefs and conﬁdence, there is a reciprocal relationship between learning and math anxiety.

P. 255) 26 2 The Affective Domain, Mathematics, and Mathematics Education As was noted by both Ma and Kishnor (1997), and Hannula et al. (2014), some relationships were statistically determinable between affective factors and mathematical achievement, but the direction and clarity of these connections were less clear and more indirect. Indeed, it appears that the relationships are at their simplest, reciprocal, but usually mediated by a range of other affective factors related to mathematics and learning mathematics.