Literaturnachweis - Detailanzeige
Autor/inn/en | Sidney, Pooja G.; Thompson, Clarissa A.; Fitzsimmons, Charles; Taber, Jennifer M. |
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Titel | Children's and Adults' Math Attitudes Are Differentiated by Number Type |
Quelle | In: Journal of Experimental Education, 89 (2021) 1, S.1-32 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sidney, Pooja G.) ORCID (Thompson, Clarissa A.) ORCID (Taber, Jennifer M.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
DOI | 10.1080/00220973.2019.1653815 |
Schlagwörter | Elementary School Students; Student Attitudes; Childrens Attitudes; Adults; Mathematics; Number Concepts; Fractions; Positive Attitudes; Negative Attitudes; Mathematics Achievement; Mathematics Skills; Individual Differences; Gender Differences; Grade 5; Grade 6; Mathematics Anxiety Schülerverhalten; Mathematik; Number concept; Zahlbegriff; Bruchrechnung; Negative Fixierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Individueller Unterschied; Geschlechterkonflikt; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06 |
Abstract | People's attitudes toward mathematics are multifaceted. Across four studies, we found that children and adults have different attitudes about mathematics when asked specifically about whole numbers, as opposed to fractions. The vast majority of children and adults reported negative attitudes toward fractions despite having positive attitudes toward whole numbers. Across both children and adults, the difference in fraction and whole-number attitudes was present across levels of math achievement, indicating that it was not just participants who were worse at math whose attitudes differed by number type. These findings may have important implications for how children and adults engage with numerical information when presented as fractions. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |