NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ796444
Record Type: Journal
Publication Date: 2008-Jul
Pages: 32
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0020-4277
Sources of Students' Frustration in Pre-University Level, Prerequisite Mathematics Courses
Sierpinska, Anna; Bobos, Georgeana; Knipping, Christine
Instructional Science: An International Journal of the Learning Sciences, v36 n4 p289-320 Jul 2008
This paper looks at sources of frustration in students of "prerequisite" mathematics courses (PMC), that is, courses required for admission into undergraduate programs in a large, urban, North American university. The research was based on responses to a questionnaire addressed to students and interviews with students and instructors. In the design of the questionnaire and the analysis of responses, an "institutional" theoretical perspective was taken, where frustration was conceived not only as a psychological process but also as a situation experienced by participants in a concrete educational institution. Several sources of frustration were identified as important in the group of respondents: the fast pace of the courses, inefficient learning strategies, the need to change previously acquired ways of thinking, difficult rapport with truth and reasoning in mathematics, being forced to take PMC, insufficient academic and moral support on the part of teachers, and poor achievement. These sources of frustration are discussed from the point of view of their impact on the quality of the mathematical knowledge that students develop in the PMC. Consideration is also given to the possibilities of improving the quality of this knowledge, given the institutional constraints implicated in the sources of students' frustration.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A