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What contributes to positive feelings towards mathematics? Examining mathematics autobiographies

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Author
Takeuchi, Miwa Aoki
Towers, Jo
Martin, Lyndon
Accessioned
2016-11-14T16:00:20Z
Available
2016-11-14T16:00:20Z
Issued
2016-11
Subject
Emotion
Mathematics Autobiographies
Type
unknown
Metadata
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Abstract
In this paper, we present how the participants in our study (post-secondary students) described what contributed to fostering their positive feelings towards mathematics. Drawing from mathematics autobiographies completed by the participants, we present some of the contexts wherein participants described positive feelings toward mathematics. We discuss a) encounters with teacher dispositions and pedagogical practices, b) experiencing the joy of engaging in mathematics, and c) external validation from teachers and parents, and consider whether each of these contexts sustained participants’ positive feelings towards mathematics.
Grantingagency
SSHRC
Refereed
Yes
Citation
Takeuchi, M.A., Towers, J., & Martin, L. (2016). What contributes to positive feelings towards mathematics: Examining mathematics autobiographies. In M.B. Wood, E. E. Turner, M. Civil, & J.A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1119-1122). Tucson, AZ: The University of Arizona.
Faculty
Werklund School of Education
Institution
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/31728
Uri
http://hdl.handle.net/1880/51747
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  • Werklund School of Education Research & Publications

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