Learning Mathematics: Affect, Gender and Classroom factors

Monash University, Clayton, 1995. Edition Unstated. Hardcover. Very Good Condition. Gender differences in mathematics learning outcomes persist and several explanatory models incorporate affective variables. Current understandings of how children learn mathematics seem inconsistent with traditional mathematics instruction. The literature reveals that little is known about the relationship between classroom factors and students’ beliefs about themselves as learners of mathematics. The study reported here explored this relationship at two levels: a large scale survey and in-depth studies of two classrooms. Classroom factors which might influence beliefs were identified, and provided partial explanations for some of the gender differences noted. There were clear implications for the teaching of mathematics. Submitted in fulfilment for the degree of Doctor of Philosophy, School of Graduate Studies, Faculty of Education. Please note, printed on 1 page face only Size: 4to 9¾" - 12" tall. XI,374 + 375-614 pages. 2-volume set (complete). Please refer to accompanying picture (s). Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; Australia; Mathematics. Inventory No: 0273397. .