Images, Anxieties and Attitudes toward Mathematics

Autor/in	Belbase, Shashidhar
Titel	Images, Anxieties and Attitudes toward Mathematics
Quelle	(2010), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Mathematics Teachers; Mathematics Anxiety; Student Attitudes; Epistemology; Philosophy; Cognitive Processes; Imagery; Models; Self Esteem; Teacher Influence; Emotional Response; Mathematics Achievement + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Erkenntnistheorie; Philosophie; Cognitive process; Kognitiver Prozess; Metaphorik; Analogiemodell; Self-esteem; Selbstaufmerksamkeit; Emotionales Verhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Images, anxieties, and attitudes towards mathematics are common interest among mathematics teachers, teacher educators and researchers. The main purpose of this literature review based paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in order to foster meaningful teaching and learning of mathematics. Images of mathematics are greatly shaped by epistemological and philosophical perspectives of one who views mathematics either as priori or posteriori, absolute or relative, and concrete or nominal. These images as perceived by an individual play a significant role in the development of attitudes towards mathematics in long run. Images of mathematics have possible negative and positive impacts in teaching and learning of mathematics with the subsequent development of attitude toward mathematics as positive or negative (Goolsby, 1988; Ma and Kishor, 1997; & Lakoff and Nunez, 2000). Mathematics anxiety is developed as a result of having a poor image of mathematics due to a general lack of comfort that someone might experience when required to perform mathematically (Wood, 1988), or the feeling of tension, helplessness, and mental disorganization one may have when required to manipulate numbers and shapes (Richardson & Suinn, 1972; Tobias, 1978). In the long run, mathematics anxiety can produce different feelings such as like/dislike (an attitudinal element), happiness/worrisome (a cognitive element), and motivation/fear (an emotional element) (Hart, 1989; Wigfield & Meece, 1988). A theoretical model with different combinations of images, anxieties, and attitudes toward mathematics can be a helpful tool to develop an understanding of the different relationships among them for significant pedagogical implications. (Contains 1 figure.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10