Middle school boys' and girls' own expressions of aspirations for their mathematics learning

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Abstract

As an alternative approach to studying the affective dimensions of students’ learning with normative surveys, pre-defined constructs, and Likert-scale response items, this study used a free-response format that sought students’ views in their own words. Data were collected on over 3500 middle school students’ aspirations for mathematics learning and generated a wide range of responses related to goals, interest, self-efficacy, and effort. The students also shared their perspectives on interactions with teachers, the classroom environment, and learning tasks. This chapter presents a comparative analysis of boys’ and girls’ responses at different year levels, to investigate the nature and frequency of their aspirations and to seek evidence of spontaneously generated goal orientations.
Original languageEnglish
Title of host publicationAffect and Mathematics Education
Subtitle of host publicationFresh Perspectives on Motivation, Engagement, and Identity
EditorsMarkku S. Hannula, Gilah C. Leder, Francesca Morselli, Maike Vollstedt, Qiaoping Zhang
Place of PublicationCham Switzerland
PublisherSpringer
Chapter8
Pages165-194
Number of pages30
Edition1st
ISBN (Electronic)9783030137618
ISBN (Print)9783030137601
DOIs
Publication statusPublished - 2019

Publication series

NameICME-13 Monographs
ISSN (Print)2520-8322
ISSN (Electronic)2520-8330

Keywords

  • affect gender
  • goal orientations
  • middle school mathematics
  • motivation

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