Name: Mathematics, Affect and Learning: Middle School Students' Beliefs and Attitudes about Mathematics Education (en Inglés)
Price: 175.55 PEN
Availability: InStock
Author: Grootenboer, Peter ; Marshman, Margaret
ISBN: 9789811012181

portada Mathematics, Affect and Learning: Middle School Students' Beliefs and Attitudes about Mathematics Education (en Inglés)

Mathematics, Affect and Learning: Middle School Students' Beliefs and Attitudes about Mathematics Education (en Inglés)

Formato

Libro Físico

Autor

Peter Grootenboer

Margaret Marshman

Editorial

Springer

Idioma

Inglés

N° páginas

135

Encuadernación

Tapa Blanda

Dimensiones

23.4 x 15.6 x 0.8 cm

Peso

0.23 kg.

ISBN13

9789811012181

Categorías

Psicología de la educación
Atención y educación en la primera infancia
Preescolar y jardín de infancia
Enseñanza de la lectura, la escritura y el cálculo
Enseñanza: matemáticas y cálculo

Mathematics, Affect and Learning: Middle School Students' Beliefs and Attitudes about Mathematics Education (en Inglés)

Peter Grootenboer (Autor) · Margaret Marshman (Autor) · Springer · Tapa Blanda

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Reseña del libro "Mathematics, Affect and Learning: Middle School Students' Beliefs and Attitudes about Mathematics Education (en Inglés)"

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.