1,721,043 research outputs found
Teachers use of construct ‘attitude’. Preliminary research findings, , (Chief editor Marianna Bosch)
No full textThe 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 focused didactical action
The Complex Interplay between Theory and Practice: Reflections and Examples
No full textThis chapter addresses the complex issue of the relationship between theory, considered as the corpus of knowledge constituting mathematics education, and practice, seen as the act of teaching. Clearly this analysis is influenced by our model of teaching, which views the teacher as decision maker, whose decisions are conditioned by his/her knowledge, beliefs, emotions. This model has strong implications for research, leading to re-organize quality criteria such as reproducibility and relevance, but also for teacher training. In this framework we discuss as example some aspects of an Early Algebra Project (ArAl), which is also an in-service education process. In particular we sketch the main features of the Project, and describe the complex methodology of work with/for the teachers based on the sharing of reflections, made at different levels, about the processes enacted in different classes on the same didactical path. We conclude stressing the importance for teachers and researchers of a common reflection on teachers’ practice, that leads both to a greater awareness of the complexity of teaching, and suggests some issues for future research
The role of affect in the research on affect: the case of attitude
No full textThis communication suggests that one of the motives for the theoretical
confusion found in the research on affect is the researchers’ lack of explicitness
regarding some fundamental 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 exampl
"E' la prima volta che scrivo queste cose": il rapporto con la matematica nei racconti degli studenti
No full textGuided by our interest toward affective factors and their role in mathematics education we have used autobiographical essay to analyse students’ relationship toward mathematics. From one hand data and their analysis have permitted a characterization of attitude toward mathematics useful to didactical intervention, from the other the “essay”-instrument has revealed great potentialities for different aim
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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