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Examining contextual influences on students’ emotional relationships with mathematics in the early years
Research in Mathematics Education Pub Date : 2018-05-04 , DOI: 10.1080/14794802.2018.1477058
Jo Towers 1 , Miwa A. Takeuchi 1 , Lyndon C. Martin 2
Affiliation  

ABSTRACT While there is much written on students’ emotions in learning mathematics, as yet, few studies have investigated students’ experiences in the early grades (age: 4–9). Our research examining young students’ mathematics autobiographies – first-hand accounts of the experience of learning mathematics – provides insight into how students’ images of mathematics and their feelings about learning mathematics at this age are shaped by contextual influences. In this article, we particularly focus on the multiple contextual influences evident in such autobiographies, including parents’ voices and the cultural norms associated with classroom practices. Our analysis reveals how students’ prior and current experiences of early years’ classroom practices and also their relationships with parents are drawn on in voicing images of, and emotional relationships with, mathematics. Through the use of mathematics autobiographies, including student drawings, this article adds to the existing body of literature on emotion and mathematics learning, by revealing young children’s complex emotional relationships with mathematics.

中文翻译:

检查语境对学生早期数学情感关系的影响

摘要 虽然有很多关于学生在学习数学中的情绪的文章,但迄今为止,很少有研究调查学生在低年级(4-9 岁)的经历。我们的研究调查了年轻学生的数学自传——关于学习数学经验的第一手资料——深入了解学生的数学形象以及他们在这个年龄段学习数学的感受是如何受到情境影响的。在本文中,我们特别关注此类自传中明显的多重背景影响,包括父母的声音和与课堂实践相关的文化规范。我们的分析揭示了学生在早年课堂实践中的先前和当前经验以及他们与父母的关系是如何被用来表达以下图像的:以及与数学的情感关系。通过使用数学自传,包括学生绘画,这篇文章通过揭示幼儿与数学复杂的情感关系,增加了现有的关于情感和数学学习的文献。
更新日期:2018-05-04
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