What makes learning mathematics an enjoyable experience: listening to estonian pupils’ voices

Referencias

Armstrong, J. M., and Price, R. A. (1982). Correlates and predictors of women’s mathematics participation. Journal for Research in Mathematics Education, 13(2), 99-109. Berger, M. (2000). Pupil’s beliefs in Vienna and Lower Austria. In S. Götz & G. Törner (Eds.), Research on mathematical beliefs. Proceedings of the MAVI-9 European Workshop, in Vienna, June 1-5, 2000 (pp. 1-8). Duisburg: Schriftenreihe des Fachbereichs Mathematik. SM-DU-482. Universität Duisburg. Burton, L. (2004). “Confidence is everything” – perspectives of teachers and students on learning mathematics. Journal of Mathematics Teacher Education, 7(4), 357-381. Cohen, L., & Manion, L. (1992). Research methods in education (3rd edition). London & New York: Routledge. Goldin, G. A. (2002). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 59-72). Dordrecht: Kluwer Academic Publishers. Goldin, G. A. (2004). Characteristics of affect as a system of representation. In. M. J. Høines, & A. B. Fuglestad (Eds.), Proceedings of the 28th conference of the international group for the psychology of mathematics education (pp. 109-114). Bergen: Bergen University College. Grevholm, B. (2007). What is quality in mathematics teaching and learning? In C. Bergsten & B. Grevholm (Eds.), Developing and researching quality in mathematics teaching and learning. Proceedings of the Fifth Mathematics Education Research Conference, Madif5, in Malmö, January 24-25, 2006 (pp. 17-30). Linköping: SMDFs skriftserie. Di Martino P., & Zan. R. (2003). What does ‘positive’ attitude really mean? In N. A. Pateman, B. J. Dougherty & J. Zilliox (Eds.) Proceedings of the 27th conference of the international group for the psychology of mathematics education (4), (pp. 451-458). Hawaii: University of Hawaii. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). New York: McGraw-Hill. Furinghetti, F. & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Publishers. Hannula, M., & Malmivuori, M-L. (1996). Feminine structures in mathematical beliefs and performances. In E. Pehkonen (Ed.), Current state of research on mathematical beliefs III. Proceedings of the MAVI-3 Workshop, in Helsinki, August 23-26, 1996 (pp. 31-38). Helsinki: University of Helsinki. Holton, D. (2001). The teaching and learning of mathematics at university level: an ICMI study. Dordrecht: Kluwer. Hoskonen, K. (2007). Mathematics is - favourite subject, boring or compulsory. In D. Pitta – Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 248-257). Retrieved May 3, 2008, from http://ermeweb.free.fr/CERME5b/WG2.pdf. Juter, K. (2005). Students’ attitudes to mathematics and performance in limits of functions. Mathematics Education Research Journal, 17(2), 91-110. Kass, M. (2010, August 2). Eesti õpetajaskond väheneb ja vananeb (Estonian teachers’ community is decreasing and becoming older). Postimees. Retrieved from http://www.postimees.ee/?id=294521. Kislenko, K. (2009a). An investigation of Norwegian students’ affective domain in mathematics. Nordic Studies in Mathematics Education, 14 (4), 33–64. Kislenko, K. (2009b). Mathematics is a bit difficult but you need it a lot: Estonian pupils’ beliefs about mathematics. In J. Maaß and W. Schlöglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 143-164). Rotterdam: Sense Publishers Khoh, L., Om P., A., & Yee, L. P. (1999). Tertiary and junior college students’ attitudes towards mathematics. The Mathematics Educator, 4(1), 15-33. Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: measurement and the implications for motivation. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 247-269). Dordrecht: Kluwer Academic Publishers. Krainer, K. (2005). What is “good” mathematics teaching, and how can research inform practice and policy? Journal of Mathematics Teacher Education, 8(2), 75-81. Lester, F. K., Garofalo, J., & Lambdin Kroll, D. (1989). Self-confidence, interest, beliefs, and metacogition: key influences on problem-solving behavior. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 75-88). New York: Springer. Ma, X. (1997). Reciprocal relationships between attitude toward and achievement in mathematics. Journal of Educational Research, 90, 221-229. Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47. Ma, X., & Willms, J. D. (1999). Dropping out of advanced mathematics: How much do students and schools contribute to the problem? Educational Evaluation and Policy Analysis, 21(4), 365-383. McLeod, D. B. (1989). Beliefs, attitudes, and emotions: New views of affect in mathematics education. In D. B. McLeod, & V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 245-258). New York: Springer-Verlag. McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan. McLeod, D. B. (1993). Connecting research to teaching. Mathematics Teacher, 86(9), 761-763. Meece, J. L., Parsons, J. E., Kaczala, C. M., Goff, S. B., & Futterman, R. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91, 324-348. Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2), 69-92. Nardi, E., & Steward, S. (2002). ‘I could be the best mathematician in the world if I actually enjoyed it. I’m 14, and I know that! Why can’t some adult work it out?’ Mathematics Teaching, 180, 41-44. Nardi, E., & Steward, S. (2003). Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29 (3), 345-367. Pehkonen, E. (1995). Pupils’ view of mathematics: Initial report for an international comparison project. Helsinki: University of Helsinki. Department of Teacher Education. Research Report 150. Pehkonen, E. (2003). Læreres og elevers oppfatninger som en skjult faktor i matematikkunder-visningen. In B. Grevholm (Ed.), Matematikk for skolen (pp. 154-181). Bergen: Fagbokforlaget. Perkkilä, P., & Aarnos, E. (2007). Children’s conceptions about the connection between joy and mathematics. In I. Attorps & E. Kellner (Eds.), Proceedings of the Conference Conceptions and beliefs in mathematics and science education including MAVIXIII, in Gävle, May 30 – June 1, 2007 (pp. 45-57). Gävle: University of Gävle. Perry, B (2007). Australian teachers’ views of effective mathematics teaching and learning. ZDM Mathematics Education, 39(4), 271-286. Reyes, L. (1980). Attitudes and mathematics. In M. Montgomery Lindquist (Ed.), Selected issues in mathematics education (pp. 161-184). California: McCutchan Publishing Corporation. Schoenfeld, A. H. (1989). Explorations of students’ mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338-355. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-369). New York: Macmillan. Schuck, S. R. (1996). Learning and teaching mathematics: Interpreting student teachers' voices (Doctoral thesis). Retrieved from Australasian Digital Theses Program (ADT). Stodolsky, S. S., Salk, S., & Claessner, B. (1991). Student views about learning math and social studies. American Educational Research Journal, 28(1), 89-116. Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan. Vabariigi Valitsus (2010, January 28) Eesti Vabariigi põhikooli ja gümnaasiumi riiklik õppekava (The national curriculum for the secondary school and gymnasium in Estonia). Retrieved June 30, 2010, from https://www.riigiteataja.ee/ert/act.jsp?id=13273133. Walsh, C. F. (1991). The relationship between attitudes towards specific mathematics topics and achievement in those domains (Master thesis). Retrieved from the University of British Columbia's digital Information Repository: cIRcle. Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8(2), 83-11. Wong, N. (1992). The relationship among mathematics achievement, affective variables and home background. Mathematics Education Research Journal, 4(3), 32-42.