LEADER 05396oam 2200709I 450 001 9910449678903321 005 20210331152018.0 010 $a1-135-70191-1 010 $a0-203-18589-7 010 $a1-282-77798-X 010 $a9786612777981 024 7 $a10.4324/9780203185896 035 $a(CKB)1000000000000420 035 $a(EBL)164923 035 $a(OCoLC)228039962 035 $a(SSID)ssj0000356287 035 $a(PQKBManifestationID)11259876 035 $a(PQKBTitleCode)TC0000356287 035 $a(PQKBWorkID)10349041 035 $a(PQKB)10763171 035 $a(MiAaPQ)EBC164923 035 $a(EXLCZ)991000000000000420 100 $a20180331d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAdult's mathematical thinking and emotions $ea study of numerate practices /$fJeff Evans 210 1$aLondon ;$aNew York :$cRoutledge Falmer,$d2000. 215 $a1 online resource (313 p.) 225 1 $aStudies in mathematics education series ;$v16 300 $aDescription based upon print version of record. 311 $a0-7507-0912-X 311 $a0-7507-0913-8 320 $aIncludes bibliographical references (pages [273]-287) and index. 327 $aBook Cover; Title; Contents; List of Figures; List of Tables; Series Editor's Preface; Author's Preface and Acknowledgements; Introduction: Mathematics, the Difficult Subject; Developing Ideas and Methodologies for the Study; Overview of the Book; Mathematical Thinking in Context Among Adults; Recent British Surveys of Adult Numeracy; Conceptual Map and Research Questions; Survey Results for Performance and Context; Conclusions; Mathematics Performance and Social Difference; Social Class Differences; Conceptual Map and Research Questions 327 $aSurvey and Modelling Results for Gender Differences in PerformanceSurvey and Modelling Results for Social Class Differences in Performance; Conclusions; Affect and Mathematics Anxiety; Affect and Anxiety; Psychological Conceptions and Measures of Anxiety; Mathematics Anxiety, Measures and Relationships; Model A: Conceptual Map and Research Questions; Survey and Modelling Results: Contexts of Mathematics Anxiety; Survey and Modelling Results: Social Differences and Mathematics Anxiety; Survey and Modelling Results: Mathematics Anxiety and Performance; Conclusions 327 $aReflections on the Study So FarRethinking the Context of Mathematical Thinking; A Range of Views on the Meanings of Context and the Possibilities of Transfer; The Turn to the Social: Sociocultural Approaches and Situated Cognition; The Turn to Language: Structuralist and Poststructuralist Approaches; Conceptualising Contexts, Practices, Boundaries and Bridges; Conclusions; Rethinking Mathematical Affect as Emotion; 'No Emotion, Please! We're Researching Mathematics'; Model B: Process Conceptions of Affect and Anxiety in Mathematics; Model C: Approaches Informed by Psychoanalysis 327 $aModel D: A Psychoanalytic Approach, Informed by PoststructuralismConclusions; Developing a Complementary Qualitative Methodology; Focus and Methodology of the Interview; Doing the Interviews; Overview of the Analysis of the Interviews; Summary; Reconsidering Mathematical Thinking and Emotion in Practice; Theme 2: Inseparability of Task and Context; Theme 3: Gender and Social Class Differences in Performance Related to Positioning; Theme 4: Numerate Thinking as Specific to the Subject's Positioning; Theme 5: Emotion Pervades Mathematical Thinking 'Mathematics is Hot' 327 $aTheme 6: Gender Differences in Expressing AnxietyConclusions; The Learners' Stories; Case Studies; Conclusions; Conclusions and Contributions; Ideas for Pedagogy and Practice; Questions of Methodology and Further Research; Appendix 1 Questionnaire Design and Fieldwork; Fieldwork; The Questionnaire; Appendix 2 Interview Problems for Solution; Notes; Bibliography; Index 330 $aThe crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion of many people to maths. This book addresses these issues by considering a number of key problems in maths education and numeracy:*differences among social groups, especially those related to gender and social class*the inseparability of cog 410 0$aStudies in mathematics education series ;$v16. 606 $aMathematics - Study and teaching (Continuing) - Ps 606 $aMathematics Teaching & Research$2HILCC 606 $aMathematics$2HILCC 606 $aPhysical Sciences & Mathematics$2HILCC 608 $aElectronic books. 615 4$aMathematics - Study and teaching (Continuing) - Ps. 615 7$aMathematics Teaching & Research 615 7$aMathematics 615 7$aPhysical Sciences & Mathematics 676 $a510.71 676 $a510/.71/5 700 $aEvans$b Jeff$f1944,$0938351 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910449678903321 996 $aAdult's mathematical thinking and emotions$92113986 997 $aUNINA