What makes a person mathsphobic? A case study investigating affective, cognitive and social aspects of a trainee teacher’s mathematical understanding and thinking

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Carroll, Jeanne (1994) What makes a person mathsphobic? A case study investigating affective, cognitive and social aspects of a trainee teacher’s mathematical understanding and thinking. Mathematics Education Research Journal, 6 (2). pp. 131-143. ISSN 1033-2170 (print) 2211-050X (online)

Abstract

The negative attitudes of some student teachers towards mathematics and the inadequacy of their mathematical backgrounds have been a concern of mathematics educators for many years. In an attempt to understand the interaction of cognitive and affective factors in mathematics learning, this paper presents a case study of one preservice early childhood/primary teacher education student’s experiences of learning mathematics. The study identifies issues which are of concern both to teachers and to teacher educators.

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Item type Article
URI https://vuir.vu.edu.au/id/eprint/24315
DOI https://doi.org/10.1007/BF03217268
Official URL http://www.merga.net.au/documents/MERJ_6_2_Carroll...
Subjects Historical > FOR Classification > 1303 Specialist Studies in Education
Historical > FOR Classification > 1701 Psychology
Historical > Faculty/School/Research Centre/Department > College of Education
Keywords teachers' attitudes, factors, anxiety, ability, performance, primary education, primary school teachers, professional development, numeracy
Citations in Scopus 5 - View on Scopus
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