What contributes to positive feelings towards mathematics? Examining mathematics autobiographies

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dc.contributor.authorTakeuchi, Miwa Aoki
dc.contributor.authorTowers, Jo
dc.contributor.authorMartin, Lyndon
dc.date.accessioned2016-11-14T16:00:20Z
dc.date.available2016-11-14T16:00:20Z
dc.date.issued2016-11
dc.description.abstractIn this paper, we present how the participants in our study (post-secondary students) described what contributed to fostering their positive feelings towards mathematics. Drawing from mathematics autobiographies completed by the participants, we present some of the contexts wherein participants described positive feelings toward mathematics. We discuss a) encounters with teacher dispositions and pedagogical practices, b) experiencing the joy of engaging in mathematics, and c) external validation from teachers and parents, and consider whether each of these contexts sustained participants’ positive feelings towards mathematics.en_US
dc.description.grantingagencySSHRCen_US
dc.description.refereedYesen_US
dc.identifier.citationTakeuchi, M.A., Towers, J., & Martin, L. (2016). What contributes to positive feelings towards mathematics: Examining mathematics autobiographies. In M.B. Wood, E. E. Turner, M. Civil, & J.A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1119-1122). Tucson, AZ: The University of Arizona.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31728
dc.identifier.urihttp://hdl.handle.net/1880/51747
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectEmotionen_US
dc.subjectMathematics Autobiographiesen_US
dc.titleWhat contributes to positive feelings towards mathematics? Examining mathematics autobiographiesen_US
dc.typeunknown
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