If Mathematics Were a Color ...
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Date
2010
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Publisher
Ohio Council of Teachers of Mathematics
Abstract
Students' beliefs, attitudes, emotions, and values toward a subject not only influence their interests and
achievement, but also their actions such as their choices of course work, major, and career. In this study,
middle school, high school, and college students' affective responses and perspectives toward mathematics
were observed by using metaphors. The outcomes of the use of metaphors to learn about students' affective
domains not only revealed the nature of students' affective domains regarding mathematics, but also
students' justifications for those affective perceptions. Therefore, another aim of this paper is to model how
teachers and researchers might categorize and interpret students' responses to reflect on not only the nature
of students' affective tendencies, but also the reasoning behind them.
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Citation
Ohio Journal of School Mathematics, no. 62 (2010), 5-10.