Buxton, Laurie (1985) Cognitive-affective interaction in the teaching and learning of mathematics. PhD thesis, University of Warwick.

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Abstract

This is a study of extreme emotional reactions to
the learning of mathematics. It is conducted among
mature adults, mostly well-qualified in some academic
area, but with relative failure in mathematics, and
showing a marked distaste for the subject.
It first explores, through interviews with twenty-four
people, their memories and feelings about their
experiences in the mathematics classroom.
Two modes of investigation follow. One is with a group
of seven who, with the experimenter, seek both to
learn some mathematics and examine their negative
reactions to it. The group met for two-hour sessions
through thirty-six weeks of an academic year. Side by
side with this ran individual studies of three people,
who also worked on mathematics, re-experiencing and
discussing their fears. These studies lasted
respectively through twelve, twenty-four, and twenty-six
hourly sessions.
Starting with Skemp's model of intelligence, and in
particular its view of the emotions, six situations are
defined which inhibit learning. A model of the most
extreme reaction, panic, leads to the speculation that
it is caused by authority and time pressures.
This is tested, both in large groups and in individual cases. The belief that the explicit avoidance of them
can lead to rewarding mathematical experiences is also
examined.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education Q Science > QA Mathematics
Library of Congress Subject Headings (LCSH):	Mathematics -- Study and teaching, Mathematics -- Psychological aspects
Official Date:	January 1985
Dates:	Date Event January 1985 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Extent:	235 p.
Language:	eng
URI:	http://wrap.warwick.ac.uk/id/eprint/35583

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