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Emotional dimensions of pupils' mathematical difficulties

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Document pages: 14 pages

Abstract: Mathematical difficulties (MDS) are usually characterized by cognitive deficits, such as ineffective problem-solving strategies and insufficient computing power. The existing literature shows that mathematics achievement is not only a function of cognitive factors, but also points out the importance of emotional factors to the development of mathematics achievement. Based on this evidence, the exploration of children & apos; Students emotional response to mathematics has become a central problem. Previous studies tend to study the structure of affective motivation, such as self-efficacy, rather than other related structures, but the literature is lack of research on the relationship and influence between different affective motivation variableson mathematical achievement in different age and achievement bands. The present paper aims to address this aim by employing a newly developed instrument to measure affective motivational variables. Overall, the present findings support the assumption that children of average ability are less influenced by affective factors than children with mathematical difficulties.

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