Mathematical discovery and affect: the effect of AHA! experiences on undergraduate mathematics students

PETER G. LILJEDAHL

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Mathematical discovery and affect: the effect of AHA! experiences on undergraduate mathematics students

机译：数学发现和影响：AHA的效果！本科数学专业学生的经验

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The AHA! experience - the moment of illumination on the heels of lengthy, and seemingly fruitless, intentional effort - has long been the basis for lore in mathematics. Unfortunately, such lore is often restricted to the discussion of these phenomena in the context of great mathematicians and great mathematical advancement. But are such experiences reserved only for the upper echelons of mathematical practice? This study focuses on the impact of these AHA! experiences on undergraduate mathematics students' affective domain. In particular, the role of the positive emotion that accompanies such moments of illumination in changing the attitudes and beliefs of 'resistant' students is examined. That is, pre-service elementary school teachers who deem themselves to be incapable and/or phobic of mathematics and the learning of mathematics but are forced to take an undergraduate mathematics course as qualification for entry into a teacher education programme. The results indicate that an AHA! experience has a transformative effect on 'resistant' students' affective domains, creating positive beliefs and attitudes about mathematics as well as their abilities to do mathematics.

机译：AHA！经验-漫长而看似无果的刻意努力紧随其后的照明时刻-长期以来一直是数学绝杀的基础。不幸的是，在伟大的数学家和伟大的数学发展的背景下，这种知识常常仅限于对这些现象的讨论。但是，这样的经历是否仅保留给数学实践的高级人才？这项研究的重点是这些AHA的影响！本科数学学生情感领域的经验。尤其要研究的是，伴随着这样的光照时刻，积极情绪在改变“反抗”学生的态度和信念中的作用。也就是说，认为自己无能力和/或对数学和数学学习有恐惧感的职前小学教师，却被迫选修了大学数学课程，作为进入教师教育课程的资格。结果表明AHA！经验对“反抗”学生的情感领域产生了变革性的影响，使他们对数学及其数学能力产生了积极的信念和态度。

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《International Journal of Mathematical Education in Science and Technology》 |2005年第3期|p.219-235|共17页
作者
PETER G. LILJEDAHL;
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Faculty of Education, Simon Fraser University, University Dr., Burnaby B.C., V5A 1S6, Canada;

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正文语种 eng
中图分类数学;
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Mathematical discovery and affect: the effect of AHA! experiences on undergraduate mathematics students

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