Literaturnachweis - Detailanzeige
| Autor/in | Ma, Xin |
|---|---|
| Titel | Effects of Early Acceleration of Students in Mathematics on Attitudes toward Mathematics and Mathematics Anxiety. |
| Quelle | In: Teachers College Record, 105 (2003) 3, S.438-64Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0161-4681 |
| Schlagwörter | Academically Gifted; Acceleration (Education); Honors Curriculum; Mathematics Achievement; Mathematics Anxiety; Secondary Education; Secondary School Mathematics; Student Attitudes |
| Abstract | Examined the effects of early mathematics acceleration on the development of junior and senior high school students' mathematics attitudes and anxiety. Longitudinal Study of American Youth data indicated that for gifted and honors students, early acceleration did not necessarily confer negative emotional effects, while for regular students, it had negative effects. When regular students were not accelerated, anxiety developed similar to that of honors students. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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