How to Feel About and Learn Mathematics: Therapeutic Intervention and Attentiveness

Immaculate Namukasa, George Gadanidis, Michelle Cordy

Abstract


In mathematics teacher education, tasks that centre on doing mathematics are used
for a variety of purposes, including learning new mathematics. In our research, we
focus on doing mathematics as a therapeutic intervention. Many pre-service teachers
in our program narrate impoverished mathematics experiences. We engage preservice
elementary school teachers in non-routine problem solving and examine how
this affects their experiences with mathematics. Specifically, we focus on change in
affective responses as a precursor to development in mathematical thinking and as
an indicator of potential changes in practice. Our study shows that doing
mathematics evokes changes in how teachers think and feel about doing, learning,
and teaching mathematics.

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