Multiple Pathways between Affect and Mathematical Competence in Young Children--Commentary on the Studies in the Special Issue

Autor/in	Obersteiner, Andreas
Titel	Multiple Pathways between Affect and Mathematical Competence in Young Children--Commentary on the Studies in the Special Issue
Quelle	In: Educational Studies in Mathematics, 100 (2019) 3, S.317-323 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Obersteiner, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9853-0
Schlagwörter	Stellungnahme; Mathematics Skills; Periodicals; Elementary School Students; Affective Behavior; Mathematics Instruction; Problem Solving; Individual Differences; Teaching Methods; Educational Environment; Student Attitudes; Mathematics Achievement + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Affective disturbance; Active behaviour; Affektive Störung; Mathematics lessons; Mathematikunterricht; Problemlösen; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Mathmatics sikills; Mathematical ability
Abstract	Affect and mathematical competence are each multifaceted constructs. Accordingly, the studies in this Special Issue address multiple pathways between the two in young children. This commentary highlights the variability of these pathways and asks how affective variables are specifically related to core mathematical activities such as problem solving. One conclusion is that affective and cognitive variables seem to be related already in young children, but that there is also considerable variation in this relationship. Future studies should address inter-individual differences and use more content-specific measures of affect, to identify factors that cause early negative affect that is specific to mathematics. The studies further suggest that among the sources of children's negative affect towards mathematics are the abstract nature of mathematics as well as the view of mathematics that young children experience in their classrooms. Creating fearless learning environments that allow for failure, and that enable children to make early experiences of success, is an important challenge for early mathematics education. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01