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Adults' Mathematical Thinking and Emotions : A Study of Numerate Practice - Jeff Evans

Adults' Mathematical Thinking and Emotions

A Study of Numerate Practice

Hardcover

Published: 1st January 2001
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The crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion of many people to maths. This book addresses these issues by considering a number of key problems in maths education and numeracy:
*differences among social groups, especially those related to gender and social class
*the inseparability of cognition and emotion in mathematical activity
*the understanding of maths anxiety in traditional psychological, psychoanalytical and feminist theories
*how adults' numerate thinking and performance must be understood in context.
The author's findings have practical applications in education and training, such as clarifying problems of the transfer of learning, and of countering maths anxiety.

List of Figuresp. xi
List of Tablesp. xii
Series Editor's Prefacep. xiv
Author's Preface and Acknowledgementsp. xvi
Introduction: Mathematics, the Difficult Subjectp. 1
Perpetual Concerns about Mathematics Learning and Usep. 1
Developing Ideas and Methodologies for the Studyp. 4
Overview of the Bookp. 7
Mathematical Thinking in Context Among Adultsp. 9
Conceptions of Practical Mathematics and the Contextp. 9
'Numerical Skills' Approachesp. 10
The Cockcroft Report and 'Functional' Numeracyp. 11
Recent British Surveys of Adult Numeracyp. 13
Conceptual Map and Research Questionsp. 15
Research Setting and Sample of Adultsp. 16
Developing a Conceptual Mapp. 17
Research Questionsp. 17
Survey Results for Performance and Contextp. 19
Overall Levels of Performancep. 19
Specification of Contexts of Performance: School Mathematics and Practical Mathsp. 23
Conclusionsp. 25
Mathematics Performance and Social Differencep. 28
Gender Differencesp. 28
Social Class Differencesp. 30
Conceptual Map and Research Questionsp. 33
Survey and Modelling Results for Gender Differences in Performancep. 34
Survey and Modelling Results for Social Class Differences in Performancep. 38
Conclusionsp. 39
Affect and Mathematics Anxietyp. 42
Affect and Anxietyp. 43
Psychological Conceptions and Measures of Anxietyp. 45
Mathematics Anxiety, Measures and Relationshipsp. 48
Two Measuresp. 49
Dimensions of Mathematics Anxietyp. 51
Mathematics Anxiety, Performance and Social Differencep. 53
Model A: Conceptual Map and Research Questionsp. 54
Survey and Modelling Results: Contexts of Mathematics Anxietyp. 56
Initial Considerationsp. 56
Factors of Mathematics Anxietyp. 57
Survey and Modelling Results: Social Difference and Mathematics Anxietyp. 61
Survey and Modelling Results: Mathematics Anxiety and Performancep. 63
Conclusionsp. 65
Reflections on the Study So Farp. 69
Rethinking the Context of Mathematical Thinkingp. 74
A Range of Views on the Meanings of Context and the Possibilities of Transferp. 75
The Turn to the Social: Sociocultural Approaches and Situated Cognitionp. 78
Situated Cognition: Jean Lavep. 80
The Turn to Representations: Street Mathematics and Computer Microworldsp. 86
The Turn to Language: Structuralist and Poststructuralist Approachesp. 94
Discourse and Boundaries: Basil Bernsteinp. 95
Discursive Practice and Relations of Signification: Valerie Walkerdinep. 96
Conceptualising Contexts, Practices, Boundaries and Bridgesp. 99
Contexts and the Practices at Playp. 99
Relations Between Practices: Boundaries and Bridgesp. 101
Conclusionsp. 104
Rethinking Mathematical Affect as Emotionp. 107
'No Emotion, Please! We're Researching Mathematics'p. 108
Model B: Process Conceptions of Affect and Anxiety in Mathematicsp. 109
Model C: Approaches Informed by Psychoanalysisp. 113
Basic Ideas: Freud and Lacanp. 113
Studies Done Within a Psychoanalytic Perspectivep. 116
Model D: A Psychoanalytic Approach, Informed by Poststructuralismp. 120
Cultural and Emotional Differences in Mathematical Activityp. 121
Poststructuralist Views on the Gendering of Mathematicsp. 127
Conclusionsp. 130
Developing a Complementary Qualitative Methodologyp. 135
Themes or Foreshadowed Problemsp. 135
Focus and Methodology of the Interviewp. 140
Psychoanalytic Insights in the Interview Processp. 141
Areas for Exploration and Developing Indicatorsp. 142
Doing the Interviewsp. 145
Sampling Methods and Recruitmentp. 145
The Conduct of the Interviewp. 145
The General Reflexive Accountp. 146
Overview of the Analysis of the Interviewsp. 147
Summaryp. 149
Reconsidering Mathematical Thinking and Emotion in Practicep. 150
Contexts of Thinking Ascribed in Terms of Positioning in Practicesp. 150
Inseparability of Task and Contextp. 156
Gender and Social Class Differences in Performance Related to Positioningp. 160
Abstract Calculation of 10 per centp. 160
Calculation of 10 per cent Tipp. 162
Approximate and Exact Calculations of 9 per cent Pay Increasep. 162
Numerate Thinking as Specific to the Subject's Positioningp. 165
Strategies Used: Best Buy Shopping Decisionp. 165
Methods of Critical Evaluationp. 170
Emotion Pervades Mathematical Thinking - 'Mathematics is Hot'p. 171
Gender Differences in Expressing Anxietyp. 174
Conclusionsp. 176
The Learners' Storiesp. 181
Overview of Themes to be Analysedp. 181
Case Studiesp. 182
Jean's Storyp. 183
Ellen's Storyp. 186
Fiona's Storyp. 191
Harriet's Storyp. 196
Alan's Storyp. 201
Donald's Storyp. 204
Peter's Storyp. 210
Conclusionsp. 217
Conclusions and Contributionsp. 225
Mathematical Thinking and Emotions in Practice: Contributions to Theoryp. 225
Mathematical Thinking and Performance in School and Everyday Contextsp. 225
The Relationship Between Thinking and Emotion: Mathematics is 'Hot'p. 228
Gender and Other Social Differencesp. 230
Rethinking the 'Transfer' of Learningp. 232
Ideas for Pedagogy and Practicep. 233
Adult-Friendly Contexts for Learningp. 234
Reclaiming Numeracyp. 235
Questions of Methodology and Further Researchp. 237
Fruitfully Combining Quantitative and Qualitative Approachesp. 237
Further Researchp. 239
Questionnaire Design and Fieldworkp. 242
Questionnaire Design, Indicators and Codingp. 242
Fieldworkp. 243
The Questionnairep. 245
Interview Problems for Solutionp. 252
Notesp. 259
Bibliographyp. 273
Indexp. 288
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780750709132
ISBN-10: 0750709138
Series: Studies in Mathematics Education Series
Audience: Tertiary; University or College
Format: Hardcover
Language: English
Number Of Pages: 320
Published: 1st January 2001
Publisher: FALMER PR
Country of Publication: GB
Dimensions (cm): 24.08 x 16.15  x 2.29
Weight (kg): 0.6
Edition Number: 1