東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Disaffection with school mathematics

Lewis, Gareth.

Linked to FindBook

Google Book

Amazon

博客來

Disaffection with school mathematics

Record Type:	Electronic resources : Monograph/item
Title/Author:	Disaffection with school mathematics/ by Gareth Lewis.
Author:	Lewis, Gareth.
Published:	Rotterdam :SensePublishers : : 2016.,
Description:	ix, 177 p. :ill., digital ;24 cm.
[NT 15003449]:	Preface -- Acknowledgements -- The Problem with Mathematics -- The Importance of Disaffection -- Disaffection with Mathematics -- Characterising Disaffection -- The Domain of Affect -- The Influence of ESM 63 -- Attitude -- Motivation -- Emotions -- Reversal Theory -- Reversal Theory -- Critique of Self Determination Theory -- The Structure of Affect -- The Studies -- The Main Study - Methods and Instruments -- The Incidence of Disaffection - Whole School Cohort Study -- Incidence of Disaffection - Quantitative Data from the Main Study -- The Case of Anna -- Images of Disaffection -- Why Aren't I an A or B Anymore: The Case of Anna -- The Case of Helen -- The Case of Eve -- The Case of Meena -- The Case of Raz -- The Case of Masud -- The Case of Liam -- The Landscape of Disaffection -- Disaffection from a Reversal Theory Perspective -- Positive Experience of Mathematics -- Other Aspects of Disaffection -- Some Theoretical Perspectives on the Findings -- The Development of Cognitively-Mediated Structures -- The Landscape of Disaffection -- Structural Influences on Disaffection -- Motivation -- Individuality and Motivational Style -- Motivational Pathways -- Motivational Climate for Learning Mathematics -- Perspectives on Research into Disaffection -- Challenging Assumptions -- Use of Reversal Theory -- References.
Contained By:	Springer eBooks
Subject:	Mathematics - Case studies. - Study and teaching - Great Britain -
Online resource:	http://dx.doi.org/10.1007/978-94-6300-331-5
ISBN:	9789463003315$q(electronic bk.)

Disaffection with school mathematics
Lewis, Gareth.

Disaffection with school mathematics[electronic resource] /by Gareth Lewis. - Rotterdam :SensePublishers :2016. - ix, 177 p. :ill., digital ;24 cm.

Preface -- Acknowledgements -- The Problem with Mathematics -- The Importance of Disaffection -- Disaffection with Mathematics -- Characterising Disaffection -- The Domain of Affect -- The Influence of ESM 63 -- Attitude -- Motivation -- Emotions -- Reversal Theory -- Reversal Theory -- Critique of Self Determination Theory -- The Structure of Affect -- The Studies -- The Main Study - Methods and Instruments -- The Incidence of Disaffection - Whole School Cohort Study -- Incidence of Disaffection - Quantitative Data from the Main Study -- The Case of Anna -- Images of Disaffection -- Why Aren't I an A or B Anymore: The Case of Anna -- The Case of Helen -- The Case of Eve -- The Case of Meena -- The Case of Raz -- The Case of Masud -- The Case of Liam -- The Landscape of Disaffection -- Disaffection from a Reversal Theory Perspective -- Positive Experience of Mathematics -- Other Aspects of Disaffection -- Some Theoretical Perspectives on the Findings -- The Development of Cognitively-Mediated Structures -- The Landscape of Disaffection -- Structural Influences on Disaffection -- Motivation -- Individuality and Motivational Style -- Motivational Pathways -- Motivational Climate for Learning Mathematics -- Perspectives on Research into Disaffection -- Challenging Assumptions -- Use of Reversal Theory -- References.

'Young peoples' disaffection with mathematics is a problem since it is a key factor in disengagement, lack of participation, progression and attainment. Large numbers of young people are becoming effectively 'lost' to mathematics with the result that too many young people are leaving education without the competence in mathematics that they require for successful citizenship. Disaffection with School Mathematics reports on an investigation into disaffection with school mathematics undertaken by the author. Too little is known about both the nature and the causes of disaffection, and in this light the research looks beyond the quantitative study of attitude to investigate the nature of the subjective experience of learning, or not learning, mathematics. Disaffection with school mathematics is characterized as a motivational and emotional phenomenon, and Reversal Theory is introduced as a robust theory which is used as an interpretative framework to account for students' affective experience of school mathematics, and to inform the design of a range of novel methods. Overall the book develops and presents a deep description of the landscape of disaffection as experienced by, and in the voice of, students. Some empirical and theoretical implications of the study are discussed.

ISBN: 9789463003315$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-331-5doiSubjects--Topical Terms:

2181131
Mathematics
--Study and teaching--Great Britain--Case studies.

LC Class. No.: QA14.G7 / L495 2016

Dewey Class. No.: 510.71041

Disaffection with school mathematics
LDR:03579nmm a2200325 a 4500 001 2029842
003 DE-He213
005 20160810164934.0
006 m d
007 cr nn 008maaau
008 160908s2016 ne s 0 eng d
020 $a 9789463003315$q(electronic bk.)
020 $a 9789463003292$q(pbk.)
020 $a 9789463003308$q(hbk.)
024 7 $a 10.1007/978-94-6300-331-5 $2 doi
035 $a 978-94-6300-331-5
040 $a GP $c GP
041 0 $a eng
050 4 $a QA14.G7 $b L495 2016
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 510.71041 $2 23
090 $a QA14.G7 $b L673 2016
100 1 $a Lewis, Gareth. $3 2181130
245 1 0 $a Disaffection with school mathematics $h [electronic resource] / $c by Gareth Lewis.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a ix, 177 p. : $b ill., digital ; $c 24 cm.
505 0 $a Preface -- Acknowledgements -- The Problem with Mathematics -- The Importance of Disaffection -- Disaffection with Mathematics -- Characterising Disaffection -- The Domain of Affect -- The Influence of ESM 63 -- Attitude -- Motivation -- Emotions -- Reversal Theory -- Reversal Theory -- Critique of Self Determination Theory -- The Structure of Affect -- The Studies -- The Main Study - Methods and Instruments -- The Incidence of Disaffection - Whole School Cohort Study -- Incidence of Disaffection - Quantitative Data from the Main Study -- The Case of Anna -- Images of Disaffection -- Why Aren't I an A or B Anymore: The Case of Anna -- The Case of Helen -- The Case of Eve -- The Case of Meena -- The Case of Raz -- The Case of Masud -- The Case of Liam -- The Landscape of Disaffection -- Disaffection from a Reversal Theory Perspective -- Positive Experience of Mathematics -- Other Aspects of Disaffection -- Some Theoretical Perspectives on the Findings -- The Development of Cognitively-Mediated Structures -- The Landscape of Disaffection -- Structural Influences on Disaffection -- Motivation -- Individuality and Motivational Style -- Motivational Pathways -- Motivational Climate for Learning Mathematics -- Perspectives on Research into Disaffection -- Challenging Assumptions -- Use of Reversal Theory -- References.
520 $a 'Young peoples' disaffection with mathematics is a problem since it is a key factor in disengagement, lack of participation, progression and attainment. Large numbers of young people are becoming effectively 'lost' to mathematics with the result that too many young people are leaving education without the competence in mathematics that they require for successful citizenship. Disaffection with School Mathematics reports on an investigation into disaffection with school mathematics undertaken by the author. Too little is known about both the nature and the causes of disaffection, and in this light the research looks beyond the quantitative study of attitude to investigate the nature of the subjective experience of learning, or not learning, mathematics. Disaffection with school mathematics is characterized as a motivational and emotional phenomenon, and Reversal Theory is introduced as a robust theory which is used as an interpretative framework to account for students' affective experience of school mathematics, and to inform the design of a range of novel methods. Overall the book develops and presents a deep description of the landscape of disaffection as experienced by, and in the voice of, students. Some empirical and theoretical implications of the study are discussed.
650 0 $a Mathematics $x Study and teaching $z Great Britain $v Case studies. $3 2181131
650 1 4 $a Education. $3 516579
650 2 4 $a Education, general. $3 2162157
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-331-5
950 $a Education (Springer-41171)