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Affective transgression as the core objective of mathematics education. (English)
Philos. Math. Educ. J. 29, 14 p., electronic only (2015).
From the introduction: In this paper, mathematics education, which is by definition an interdisciplinary field of knowledge, is considered as marriage of mathematics to the meaning of life and the essence of the human being as such. Moreover, within this particular domain, linking two cultures, the sciences and the humanities, is not only possible, but simply necessary. For this reason, mathematics educators pose questions concerning not only mathematics, but also cognitive and affective basis of human’s thinking, feeling and behaviour. It is commonly known that mathematics as a school subject often raises a lot of negative emotions within students. It is seen as a difficult, detached from reality, full of useless in everyday life definitions and theorems field of knowledge. Not surprisingly then, it causes a lot of anxiety, emotional tension and internal discord. Nowadays many students declare their humanities preferences in purpose to justify the lack of involvement in learning mathematics. That is why a considerable part of teachers’ efforts are focused on how to bring about desired change in students’ dealings with mathematics at school. It seems, however, that the process of change, understood as an alteration of cognitive and affective structures, has not gained sufficient researchers’ attention so far. This paper is a modest attempt to explore this phenomenon occurring within the affect domain, in relation to the underachievement syndrome and a general problem of how people change.
Classification: C20 C40 D70
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