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.
What does 'positive' attitude really mean?
DI MARTINO, PIETRO;ZAN, ROSETTA
2003-01-01
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.File in questo prodotto:
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