Relationship between Affective Dimension and Math Learning

 

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Detalles Bibliográficos
Autor: Gamboa Araya, Ronny
Formato: artículo
Estado:Versión publicada
Fecha de Publicación:2014
Descripción:Math has become an obstacle to achieve educational goals for a large number of students; thus it has transcended the academic world and has become a cognitive and emotional impairment.  What students feel, perceive, believe, and how they act directly influences this.  In addition, what teachers feel and perceive, their expectations, beliefs and attitudes towards the discipline also play an important role in how they teach and in the affective dimension of their students.  Based on theoretical aspects from various authors, this paper is aimed at addressing some elements regarding the affective dimension, and at showing elements pertaining to teachers and students, and their relationship with math learning and teaching.  It was concluded that the role of the affective dimension in math learning must be addressed by math educators in order to understand the process from the perspective of the actors associated with it, both students and teachers, as well as to achieve a change in the discipline by improving the beliefs and attitudes of students and teachers.
País:Portal de Revistas UNA
Institución:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Lenguaje:Español
Inglés
OAI Identifier:oai:ojs.www.una.ac.cr:article/5836
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/5836
Access Level:acceso abierto
Palabra clave:Attitudes
beliefs
students
teachers
teaching
learning
math.
Actitudes
creencias
estudiantado
profesorado
enseñanza
aprendizaje
matemáticas.