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首页> 外文学位 >Mathematics Anxiety Learning Phenomenon: Adult Learner's Lived Experience and its Implications for Developmental Mathematics Instruction.
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Mathematics Anxiety Learning Phenomenon: Adult Learner's Lived Experience and its Implications for Developmental Mathematics Instruction.

机译：数学焦虑学习现象：成人学习者的生活经验及其对发展数学教学的启示。

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摘要

Previous studies of mathematics anxiety tend to focus on the objective and interobjective data of individual learner's behaviors. Using Wilber's Integral Model to identify gaps in research literature, this dissertation examined the life history of six anxious adult learners. The lived experience data from interviews and journal writing collectively disclosed the nature of Mathematics Anxiety Learning Phenomenon (MALP) at left-hand quadrants (subjective and intersubjective), responding to five research questions:;(1) What are the learner's personal beliefs on learning mathematics, on their own abilities in learning mathematics, and on what constitutes mathematics in their eyes? When grouped with other individuals, how do they interact in the learning environment? (2) What are the roadblocks that prevent a learner to succeed in mathematics? What are the manifestations of these roadblocks? (3) What are the underlying cultural beliefs in MALP, and how is the culture passed on to others and is perpetuated within and outside of the classroom? (4) What are the social norms when learners are supporting each other? What is the identity of an adult learner in the mathematics education community? What role does the learner play in the mathematics education discourse? (5) Based on the above, what could one disclose as an integral perspective about MALP and how it is cyclical and perpetual?;The data and thematic analyses disclosed MALP through all quadrants of the Integral Model, revealing that MALP is a cyclical and possibly perpetual phenomenon by festering and amplifying anxiety through episodes of learning school mathematics. Findings were consistent with Knowles' andragogy, showing mathematics anxiety to be a cumulative experience upon which learners retrieve and rely to cope with negativity toward learning. Data were compared to Givvin et al.'s (2011) hypothetical model on how college students learn developmental mathematics. The results demonstrated different paths to anxiety between two types of learners: behavioral (driven by prescribed steps and procedures) versus conceptual (driven by problem solving and logical reasoning).
机译：先前对数学焦虑的研究倾向于集中在个体学习者行为的客观和客观数据上。本文使用威尔伯积分模型来确定研究文献中的空白，从而研究了六个焦虑成人学习者的生活史。来自访谈和日记写作的现场经验数据共同揭示了左手象限（主观和主观间）的数学焦虑学习现象（MALP）的性质，回答了五个研究问题：（1）学习者对学习的个人信念是什么数学，他们自己学习数学的能力以及他们眼中的数学构成是什么？与其他人分组时，他们如何在学习环境中互动？ （2）阻碍学习者取得数学成功的障碍有哪些？这些障碍的体现是什么？ （3）MALP的基本文化信仰是什么，文化如何传授给他人并在课堂内外得以延续？ （4）学习者互相支持时的社会规范是什么？数学教育界的成人学习者的身份是什么？学习者在数学教育话语中扮演什么角色？ （5）基于以上所述，作为MALP的整体观点以及它如何周期性和永久性，可以揭示什么？;数据和主题分析通过整体模型的所有象限揭示了MALP，这表明MALP是周期性的并且可能是可能的通过学习学校数学的发作来加剧和加剧焦虑，这是一种永久现象。研究结果与诺尔斯的男生法相符，表明数学上的焦虑是一种积累的经验，学习者可以以此为基础进行学习，并依靠它来应对学习的消极情绪。将数据与Givvin等人（2011）的关于大学生如何学习发展数学的假设模型进行了比较。结果表明，两种类型的学习者之间焦虑的途径不同：行为的（由规定的步骤和程序驱动）与概念的（由问题解决和逻辑推理驱动）。

著录项

  • 作者

    Yuen, Chris Lai-Kit.;

  • 作者单位

    University of Calgary (Canada).;

  • 授予单位 University of Calgary (Canada).;
  • 学科 Education Adult and Continuing.;Education Educational Psychology.;Education Mathematics.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 231 p.
  • 总页数 231
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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