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|a Lewis, Gareth.
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|a Disaffection with School Mathematics
|h [electronic resource] /
|c by Gareth Lewis.
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| 250 |
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|a 1st ed. 2016.
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|a Rotterdam :
|b SensePublishers :
|b Imprint: SensePublishers,
|c 2016.
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|a Preface -- Acknowledgements -- The Problem with Mathematics -- The Importance of Disaffection -- Disaffection with Mathematics -- Characterising Disaffection -- The Domain of Affect -- The Influence of ESM 63 -- Attitude -- Motivation -- Emotions -- Reversal Theory -- Reversal Theory -- Critique of Self Determination Theory -- The Structure of Affect -- The Studies -- The Main Study – Methods and Instruments -- The Incidence of Disaffection – Whole School Cohort Study -- Incidence of Disaffection – Quantitative Data from the Main Study -- The Case of Anna -- Images of Disaffection -- Why Aren’t I an A or B Anymore: The Case of Anna -- The Case of Helen -- The Case of Eve -- The Case of Meena -- The Case of Raz -- The Case of Masud -- The Case of Liam -- The Landscape of Disaffection -- Disaffection from a Reversal Theory Perspective -- Positive Experience of Mathematics -- Other Aspects of Disaffection -- Some Theoretical Perspectives on the Findings -- The Development of Cognitively-Mediated Structures -- The Landscape of Disaffection -- Structural Influences on Disaffection -- Motivation -- Individuality and Motivational Style -- Motivational Pathways -- Motivational Climate for Learning Mathematics -- Perspectives on Research into Disaffection -- Challenging Assumptions -- Use of Reversal Theory -- References.
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|a ‘Young peoples’ disaffection with mathematics is a problem since it is a key factor in disengagement, lack of participation, progression and attainment. Large numbers of young people are becoming effectively ‘lost’ to mathematics with the result that too many young people are leaving education without the competence in mathematics that they require for successful citizenship. Disaffection with School Mathematics reports on an investigation into disaffection with school mathematics undertaken by the author. Too little is known about both the nature and the causes of disaffection, and in this light the research looks beyond the quantitative study of attitude to investigate the nature of the subjective experience of learning, or not learning, mathematics. Disaffection with school mathematics is characterized as a motivational and emotional phenomenon, and Reversal Theory is introduced as a robust theory which is used as an interpretative framework to account for students’ affective experience of school mathematics, and to inform the design of a range of novel methods. Overall the book develops and presents a deep description of the landscape of disaffection as experienced by, and in the voice of, students. Some empirical and theoretical implications of the study are discussed.
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