Early Years Students’ Relationships with Mathematics

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dc.contributor.authorTakeuchi, Miwa
dc.contributor.authorTowers, Jo
dc.contributor.authorPlosz, Jennifer
dc.date.accessioned2017-09-11T22:22:21Z
dc.date.available2017-09-11T22:22:21Z
dc.date.issued2016-12-01
dc.description.abstractEarly years mathematics experiences have been shown to be a significant predictor for students’ school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with mathematics? This article documents the findings of our research focusing on Kindergarten to Grade 2 students. Our analysis showed that many students in the early years, including those at the Kindergarten level, recognized what is considered to be mathematics but mainly associated mathematics with number and numerical operations. The majority reported positive relationships with mathematics, though some described negative relationships with school mathematics learning.en_US
dc.description.refereedYesen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31721
dc.identifier.urihttp://hdl.handle.net/1880/52211
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.relation.ispartofseriesAlberta Journal of Educational Research;62(2)
dc.subjectEarly years mathematics learningen_US
dc.subjectEmotionen_US
dc.titleEarly Years Students’ Relationships with Mathematicsen_US
dc.typejournal article
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