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ERIC Number: EJ1084358
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0228-0671
Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective
Lewis, Gareth
For the Learning of Mathematics, v35 n3 p29-34 2015
In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data from my own ethnographic study, I show how reversal theory can be used to examine the landscape of disaffection from the point of view of students' subjective experience of mathematics in school. This approach highlights the significance of classroom climate in students' experience of disaffection.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A