rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Mathematics, Affect and Learning
    sub title: Middle School Students’ Beliefs and Attitudes About Mathematics Education
  name:
    name part: Grootenboer, Peter.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Marshman, Margaret.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: si
    date issued: 2016
    edition: 1st ed. 2016.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XVIII, 135 p. 15 illus. online resource.
  abstract: 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.
  table of contents: 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.
  note: by Peter Grootenboer, Margaret Marshman.
  subject:
    topic: Education
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Child development
  subject:
    topic: Education
  subject:
    topic: Mathematics Education
  subject:
    topic: Childhood Education
  subject:
    topic: Learning & Instruction
  classification: LC8-6691
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  identifier: 9789812876799
  identifier: http://dx.doi.org/10.1007/978-981-287-679-9
  record info:
    record creation date: 151017
    record change date: 20151111031406.0
    record identifier: 978-981-287-679-9