Articles liés à Primary Teachers? Affective Development in Mathematics:...

Primary Teachers? Affective Development in Mathematics: Developing positive beliefs, attitudes and feelings about mathematics - Couverture souple

Grootenboer, Peter

 
9783838316772: Primary Teachers? Affective Development in Mathematics: Developing positive beliefs, attitudes and feelings about mathematics
Couverture souple
ISBN 10 : 3838316770 ISBN 13 : 9783838316772
Editeur : LAP Lambert Academic Publishing, 2009

Synopsis

This study explores the impact of experience on the affective views of preservice primary school teachers towards mathematics. As part of the investigation, the study sought to understand how preservice primary teachers experienced mathematics and concurrently, the participants? beliefs, values, attitudes and feelings associated with their mathematical experiences are explored. Data were gathered using both qualitative and quantitative modes. The participants were initially apprehensive and negative about mathematics, but after their course in mathematics education, their views generally improved. However, through their school- based practicum many regressed to their initial beliefs and feelings, thus indicating the fragility of their changes. A key factor in the development of the participants? affective responses to mathematics was the relationship they experienced with their teachers. The findings indicate that it is possible to bring about positive affective change, although long-term sustainability is dependent upon a complementary practicum experience.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

This study explores the impact of experience on the affective views of preservice primary school teachers towards mathematics. As part of the investigation, the study sought to understand how preservice primary teachers experienced mathematics and concurrently, the participants? beliefs, values, attitudes and feelings associated with their mathematical experiences are explored. Data were gathered using both qualitative and quantitative modes. The participants were initially apprehensive and negative about mathematics, but after their course in mathematics education, their views generally improved. However, through their school- based practicum many regressed to their initial beliefs and feelings, thus indicating the fragility of their changes. A key factor in the development of the participants? affective responses to mathematics was the relationship they experienced with their teachers. The findings indicate that it is possible to bring about positive affective change, although long-term sustainability is dependent upon a complementary practicum experience.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP Lambert Academic Publishing
Date d'édition
2009
Langue
anglais
ISBN 10 
3838316770
ISBN 13 
9783838316772
Reliure
Broché
Nombre de pages
256
Coordonnées du fabricant
non disponible
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