LEADER 03778nam  22005655  450 
001 9910255136403321
005 20230811005358.0
010   $a9789812876799
010   $a9812876790
024 7 $a10.1007/978-981-287-679-9
035   $a(CKB)3710000000492598
035   $a(EBL)4179275
035   $a(DE-He213)978-981-287-679-9
035   $a(MiAaPQ)EBC4179275
035   $a(EXLCZ)993710000000492598
100   $a20151017d2016      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMathematics, Affect and Learning $eMiddle School Students? Beliefs and Attitudes About Mathematics Education /$fby Peter Grootenboer, Margaret Marshman
205   $a1st ed. 2016.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2016.
215   $a1 online resource (145 p.)
300   $aDescription based upon print version of record.
311 08$a9789812876782 
311 08$a9812876782 
320   $aIncludes bibliographical references.
327   $a1 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.
330   $aThis 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.
606   $aMathematics$xStudy and teaching
606   $aEarly childhood education
606   $aLearning, Psychology of
606   $aMathematics Education
606   $aEarly Childhood Education
606   $aInstructional Psychology
615  0$aMathematics$xStudy and teaching.
615  0$aEarly childhood education.
615  0$aLearning, Psychology of.
615 14$aMathematics Education.
615 24$aEarly Childhood Education.
615 24$aInstructional Psychology.
676   $a370
700   $aGrootenboer$b Peter$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059699
702   $aMarshman$b Margaret$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910255136403321
996   $aMathematics, Affect and Learning$92507698
997   $aUNINA