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Mathematics, Affect and Learning = Middle School Students’ Beliefs and Attitudes About Mathematics Education /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mathematics, Affect and Learning/ by Peter Grootenboer, Margaret Marshman.
Reminder of title:	Middle School Students’ Beliefs and Attitudes About Mathematics Education /
Author:	Grootenboer, Peter.
other author:	Marshman, Margaret.
Description:	XVIII, 135 p. 15 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Mathematics—Study and teaching . -
Online resource:	https://doi.org/10.1007/978-981-287-679-9
ISBN:	9789812876799

Mathematics, Affect and Learning = Middle School Students’ Beliefs and Attitudes About Mathematics Education /
Grootenboer, Peter.

Mathematics, Affect and LearningMiddle School Students’ Beliefs and Attitudes About Mathematics Education /[electronic resource] :by Peter Grootenboer, Margaret Marshman. - 1st ed. 2016. - XVIII, 135 p. 15 illus.online resource.

1 Introduction -- 2 The Affective domain, mathematics, and mathematics education -- 3 Investigating students' ideas about mathematics and mathematics education -- 4 Students' beliefs and attitudes about mathematics and learning mathematics -- 5 Differences in the affective responses of various groups -- 6 Changes in affective responses to mathematics through the middle school years -- 7 Building positive affect in mathematics.

This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negative views of mathematics during the middle school years (Years 5 to 8), and so here we concentrate on students in this critical period. The book is based on a number of empirical studies, including an enquiry undertaken with 45 children in Years 5 and 6 in one school; a large-scale quantitative study undertaken with students from a range of schools across diverse communities in New Zealand; and two related small-scale studies with junior secondary students in Australia. This book brings substantial, empirically-based evidence to the widely held perception that many students have negative views of mathematics, and these affective responses develop during the middle years of school. The data for this book were collected with school students, and students who were actually engaged in learning mathematics in their crucial middle school years. The findings reported and discussed here are relevant for researchers and mathematics educators, policy makers and curriculum developers, and teachers and school principals engaged in the teaching of mathematics.

ISBN: 9789812876799

Standard No.: 10.1007/978-981-287-679-9doiSubjects--Topical Terms:

1253684
Mathematics—Study and teaching .

LC Class. No.: LC8-6691

Dewey Class. No.: 370

Mathematics, Affect and Learning = Middle School Students’ Beliefs and Attitudes About Mathematics Education /
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505 0 $a 1 Introduction -- 2 The Affective domain, mathematics, and mathematics education -- 3 Investigating students' ideas about mathematics and mathematics education -- 4 Students' beliefs and attitudes about mathematics and learning mathematics -- 5 Differences in the affective responses of various groups -- 6 Changes in affective responses to mathematics through the middle school years -- 7 Building positive affect in mathematics.
520 $a This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negative views of mathematics during the middle school years (Years 5 to 8), and so here we concentrate on students in this critical period. The book is based on a number of empirical studies, including an enquiry undertaken with 45 children in Years 5 and 6 in one school; a large-scale quantitative study undertaken with students from a range of schools across diverse communities in New Zealand; and two related small-scale studies with junior secondary students in Australia. This book brings substantial, empirically-based evidence to the widely held perception that many students have negative views of mathematics, and these affective responses develop during the middle years of school. The data for this book were collected with school students, and students who were actually engaged in learning mathematics in their crucial middle school years. The findings reported and discussed here are relevant for researchers and mathematics educators, policy makers and curriculum developers, and teachers and school principals engaged in the teaching of mathematics.
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