'Me and maths': towards a definition of attitude grounded on students' narratives
'Me and maths': towards a definition of attitude grounded on students' narratives
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DOI：
10.1007/s10857-009-9134-z
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发表时间：
2010-02-01
影响因子：
2.1
通讯作者：
Zan, Rosetta
中科院分区：
文献类型：
--
作者：
Di Martino, Pietro;Zan, Rosetta
态度建构在数学教育中被教师和研究者广泛使用。然而，教师对“消极态度”的诊断往往是对学生失败的因果归因，被认为是全局的和不可控制的，而不是对学生行为的准确解释，能够指导未来的行动。为了使这种诊断有助于处理学生的数学困难，有必要从理论的角度澄清构念态度，同时与激励其使用的实践保持联系。为此，我们调查了学生如何讲述自己与数学的关系，并向1600多名学生（1至13年级）提出了“我与数学”的论文。学生对数学态度的多维特征从这项研究中显现出来。这种特征和对态度演变的研究对教师的实践和教育有许多重要的影响。例如，这项研究表明，学生与数学的关系很少被认为是稳定的，即使是年纪较大的学生。这一结果表明，改变学生对数学的态度永远不会太晚。
The attitude construct is widely used by teachers and researchers in mathematics education. Often, however, teachers' diagnosis of 'negative attitude' is a causal attribution of students' failure, perceived as global and uncontrollable, rather than an accurate interpretation of students' behaviour, capable of steering future action. In order to make this diagnosis useful for dealing with students' difficulties in mathematics, it is necessary to clarify the construct attitude from a theoretical viewpoint, while keeping in touch with the practice that motivates its use. With this aim, we investigated how students tell their own relationship with mathematics, proposing the essay 'Me and maths'' to more than 1,600 students (1st to 13th grade). A multidimensional characterisation of a student's attitude towards mathematics emerges from this study. This characterisation and the study of the evolution of attitude have many important consequences for teachers' practice and education. For example, the study shows how the relationship with mathematics is rarely told as stable, even by older students: this result suggests that it is never too late to change students' attitude towards mathematics.