Markku S. Hannula
University of Turku, Department of Teacher Education
This article will combine three different approaches used by the author before. One case study will be analysed from the point of view of different aspects of attitude influencing the student’s behaviour (Hannula 2002a; 2002c), and, at the same time, from the point of view of students’ goal regulation in the situation (Hannula, 2002b; In print). With fiction writing techniques, an effort is made to make it possible for the reader to immerse into the inner worlds of the students and into the feelings they experienced (Hannula,2003).
AND ACHIEVEMENT IN PROBLEM-SOLVING
*Maria Nicolaidou and **George Philippou
*Post-graduate student, **Professor, University of Cyprus
THE CASE OF ‘ATTITUDE’
Rosetta Zan – Pietro Di Martino
Dipartimento di Matematica, Pisa, ITALY
Abstract. This communication suggests that one of the motives for the theoretical confusion found in the research on affect is the researchers’ lack of explicitnessregarding some undamental choices, both specific and epistemological: these choices are linked to the researcher’s values and beliefs. The case of research on attitude is presented as an example.
ATTITUDES TOWARDS PROOFS AND PROVING
Kirsti Nordström, Ph.D. student
Department of Mathematics
University of Stockholm
posed. The present survey is the first step of a deeper study to be developed concerning students’ culture of proof in school and in basic university courses in Sweden.
Sumber : European Research in Mathematics Education III :
AND ABILITY AMONG STUDENT TEACHERS
Patricia T. Eaton, Stranmillis University College, Belfast, Northern Ireland
Sonia Kidd, University of Ulster, Coleraine, Northern Ireland
Abstract. This paper reports the preliminary results of a survey examining students’ attitudes to mathematics at the beginning of their initial teacher training programmes. It compares the attitudes of those students in Northern Ireland taking a postgraduate course with those undertaking an undergraduate degree and particularly focuses on their views of their own competence and confidence in mathematics, and their perceptions of how those views have been informed. It also analyses the emotional response of the students to mathematics.
A ONE-YEAR EXPERIMENTATION1
Pietro Di Martino, Università di Pisa
Maria Mellone, Università di Napoli
Abstract. According to modern trends of research in mathematics education, attitude towards mathematics is a very important construct to interpret students’ behaviour. In this paper we present a one-year experiment carried out in a 12th grade classroom in Naples (Italy) aimed at changing students’ attitude towards mathematics (the classroom was characterized by low interest in mathematics). We will describe the steps of the research experiment and then describe and comment upon the obtained results.
PRELIMINARY RESEARCH FINDINGS1
Maria Polo, Università di Cagliari, Italy
Rosetta Zan, Università di Pisa, Italy
Abstract: The paper illustrates the preliminary findings of an Italian Project about attitude. The Project, aimed at investigating the phenomenon of negative attitude toward mathematics, entails various activities, focussed on purely theoretical aspects, such as the very definition of the construct, or on investigations involving students, teachers, mathematicians. Here the findings of a study are presented, which investigates teachers’ use of the attitude construct in their practice. These findings suggest that most teachers refer to a multidimensional idea of attitude, not reducing attitude to a simple general emotional disposition toward mathematics, and that the teacher’s diagnosis of a student’s negative attitude is the final step of a process through which the teacher acknowledges the student’ failure, rather than the starting point for a focussed
Carmen Batanero, Universidad de Granada, Spain
Assumpta Estrada, Universidad de Lérida, Spain
Carmen Díaz, Universidad de Granada, Spain
Jose M. Fortuny, Universidad Autónoma de Barcelona, Spain
Sumber: European Research in Mathematics Education IV
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