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ERIC Number: EJ863712
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1442-3901
How to Feel about and Learn Mathematics: Therapeutic Intervention and Attentiveness
Namukasa, Immaculate; Gadanidis, George; Cordy, Michelle
Mathematics Teacher Education and Development, v10 p46-63 2008-2009
In mathematics teacher education, tasks that centre on doing mathematics are used for a variety of purposes, including learning new mathematics. In our research, we focus on doing mathematics as a therapeutic intervention. Many pre-service teachers in our program narrate impoverished mathematics experiences. We engage pre-service elementary school teachers in non-routine problem solving and examine how this affects their experiences with mathematics. Specifically, we focus on change in affective responses as a precursor to development in mathematical thinking and as an indicator of potential changes in practice. Our study shows that doing mathematics evokes changes in how teachers think and feel about doing, learning, and teaching mathematics. (Contains 1 table and 6 footnotes.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada