Hot and abstract: emotion and learning undergraduate mathematics
Hot and abstract: emotion and learning undergraduate mathematics
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热点抽象：情感与学习本科数学
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发表时间：
2002
期刊：
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通讯作者：
M. Rodd
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文献类型：
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作者：
M. Rodd
作为一项为期三年的纵向研究的一部分，对两所英国大学的数学专业学生进行了访谈、问卷调查和观察，并从其他与本科生和研究生一起工作的机会中收集了数学专业本科生对学习的情感反应。本报告的中心观点是，情感在这个水平的数学学习中起着重要的作用。数学不是冷的抽象的，它是热的抽象的！情感被分为信念、态度和情感三个子领域（McLeod 1992）。这里关注的是情感，这是本科数学教育中研究最少的子领域。这一领域缺乏关注的原因是追踪他人情绪的难以捉摸的任务，以及数学的抽象性质及其伴随的“冷”形象。这一形象掩盖了数学专业学生或刚毕业的学生所表达或观察到的强烈情感，沮丧比快乐更普遍。学生们大多把当初选择数学作为专业学科归结为一种享受。乐趣与技能高度相关。当这些学生无法理解所呈现的数学时，沮丧、恐惧或痛苦往往会出现。数学讲师在驾驭他们的情感，引导他们走向成功的过程中扮演了什么角色？因为情感投入，而不仅仅是良好的态度或相容的信念，才是渴望学习抽象事物的真正关键。报告将分为三个部分：首先，简要概述一些相关文献；其次，本文将介绍一系列数据，并对这些数据进行解释，以表明情感在大学生数学学习中的存在和重要性；最后，人们会注意到数学讲师的作用。该纵向项目由英国经济与社会研究理事会资助（奖励号：R000238564）。
Undergraduate mathematics students’ affective responses to their studies have been collected from interviews, questionnaires and observations as part of a three-year longitudinal study of a cohort of mathematics students at two UK universities and from other opportunities from working with undergraduates and post-graduates. The central point of this report is that emotion has a significant part to play in learning mathematics at this level. Far from mathematics being cold and abstract it is hot and abstract! Affect has been classified into the three subdomains of belief, attitude and emotion (McLeod 1992). Attention here is on emotion, the least researched of these subdomains in undergraduate mathematics education. Reasons for the lack of attention in this area are attributed to the elusive task of tracking others’ emotions as well as the abstract nature of mathematics with its concomitant ‘cold’ image. This image belies the strong feelings expressed by or observed among mathematics students or recent graduates, and frustration is more prevalent than joy. Students mostly attribute their original choice of mathematics as a specialist subject to enjoyment. Enjoyment is highly correlated with skill. When these students become unable to understand the mathematics presented, frustration, fear or bitterness often arise. What role does the mathematics lecturer have in harnessing their emotion to pull them through to success? For emotional engagement, rather than just a good attitude or compatible beliefs, is the real key to desire to learn something which is abstract. The report will be in three parts: firstly, a brief outline of some relevant literature will be given; then, secondly, a selection of data will be presented which will be interpreted to indicate the presence and importance of emotion in learning undergraduate mathematics; and finally, attention will be dawn to the role of mathematics lecturers. The longitudinal project is funded by the UK Economic & Social Research Council (award number: R000238564) .