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EnglishIn this communication we analyze a dichotomy that pervades research on attitude in mathematics education: the classification of attitude as positive / negative. After highlighting the ambiguity of the term ‘positive’, and some problems related to it, we suggest that the positive / negative dichotomy is too simplistic to take into account the deep interaction between affect and cognition that characterises mathematics learning.
| Titolo: | What does 'positive' attitude really mean? | |
| Autori interni: | ||
| Anno del prodotto: | 2003 | |
| Rivista: | ||
| Abstract: | In this communication we analyze a dichotomy that pervades research on attitude in mathematics education: the classification of attitude as positive / negative. After highlighting the ambiguity of the term ‘positive’, and some problems related to it, we suggest that the positive / negative dichotomy is too simplistic to take into account the deep interaction between affect and cognition that characterises mathematics learning. | |
| Handle: | http://hdl.handle.net/11568/192138 | |
| Appare nelle tipologie: | 4.1 Contributo in Atti di convegno |
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