Abstract
It is encouraging that mathematics educators are talking about the relationship between mathematics learning and affect. Many teachers feel uncomfortable dealing with some of the psychological aspects of teaching mathematics. Even a teacher who is comfortable discussing a student’s feelings of anxiety about mathematics in a one-on-one situation may feel inadequately prepared to deal with anxiety at the classroom level. Perhaps this has been an appropriate reaction to the situation. As many chapters in this book indicate, the relationship between affect and mathematics is complex, having many more components than just anxiety.
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References
Mandler, G. (1984). Mind and body: Psychology of emotion and stress. New York: Norton.
Prawat, R.S. (1985, winter). Affective versus cognitive goal orientations in elementary teachers. American Educational Research Journal, 22, 587–604.
Schoenfeld, A.H. (1987). What’s all the fuss about metacognition? In A.H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189–215). Hillsdale, NJ: Lawrence Erlbaum Associates.
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© 1989 Springer-Verlag New York Inc.
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Adams, V.M. (1989). Affective Issues in Teaching Problem Solving: A Teacher’s Perspective. In: McLeod, D.B., Adams, V.M. (eds) Affect and Mathematical Problem Solving. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3614-6_13
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DOI: https://doi.org/10.1007/978-1-4612-3614-6_13
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4612-8178-8
Online ISBN: 978-1-4612-3614-6
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