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首页> 外文期刊>Journal of mathematics teacher education >'Me and maths': towards a definition of attitude grounded on students' narratives
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'Me and maths': towards a definition of attitude grounded on students' narratives

机译：'我和数学'：朝着学生叙述的态度的定义

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The attitude construct is widely used by teachers and researchers in mathe-matics education. Often, however, teachers' diagnosis of 'negative attitude' is a causalattribution of students' failure, perceived as global and uncontrollable, rather than anaccurate interpretation of students' behaviour, capable of steering future action. In order tomake this diagnosis useful for dealing with students' difficulties in mathematics, it isnecessary to clarify the construct attitude from a theoretical viewpoint, while keeping intouch with the practice that motivates its use. With this aim, we investigated how studentstell their own relationship with mathematics, proposing the essay "Me and maths" to morethan 1,600 students (1st to 13th grade). A multidimensional characterisation of a student'sattitude towards mathematics emerges from this study. This characterisation and the studyof the evolution of attitude have many important consequences for teachers' practice andeducation. For example, the study shows how the relationship with mathematics is rarelytold as stable, even by older students: this result suggests that it is never too late to changestudents' attitude towards mathematics.
机译：姿态建设被Mathe-Matics教育的教师和研究人员广泛使用。然而，通常，教师诊断“消极态度”是学生失败的因果关系，被认为是全球和无法控制的，而不是对学生行为的不准确解释，能够转向未来的行动。为了使这种诊断有助于处理学生在数学中的困难，因此有必要从理论上澄清构建态度，同时保持InTouch与激励其使用的实践。通过这种目标，我们调查了学生与数学的关系，提出了莫雷斯坎的文章“我和数学”（1至13年级）。这项研究中出现了学生对数学的学生院的多维特征。这种表征和态度演变的研究对教师的实践和教育有许多重要的影响。例如，该研究表明，即使是老年学生，也令人稳定的与数学的关系是如何稳定的

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