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Students' perceptions of the impacts of parents, teachers and teaching upon their anxiety about the learning of fractions

Citation

Jennison, M and Beswick, K, Students' perceptions of the impacts of parents, teachers and teaching upon their anxiety about the learning of fractions, Crossing Divides, 5-9 July 2009, Massey University, Wellington, New Zealand, pp. 265-272. (2009) [Refereed Conference Paper]

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Copyright Statement

Copyright 2009 Mathematics Education Research Group of Australasia Incorporated

Official URL: http://www.merga.net.au/node/38?year=2009

Abstract

This paper reports on three of ten themes that emerged from a study of the impacts of a fraction teaching intervention on the mathematics anxiety and fraction competence of eight Year 8 students. Two of the themes that arose from the multiple data sources related to teachers and teaching and a third related to parental support. The students identified practical, hands-on activities and group work as impacting positively on their learning and their confidence in relation to fractions. The influence of parents, either positive or negative was also mentioned by several of the students. The study highlights the connections between mathematics anxiety among middle school students and the nature and extent of support that they perceive from teachers and parents.

Item Details

Item Type:Refereed Conference Paper
Keywords:Perceptions, mathematics, Fractions, Teaching and Learning
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Jennison, M (Ms Michelle Jennison)
Author:Beswick, K (Professor Kim Beswick)
ID Code:67181
Year Published:2009
Deposited By:Education
Deposited On:2011-02-28
Last Modified:2013-10-14
Downloads:3 View Download Statistics

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