‘I Hate Maths: Why Do We Need to Do Maths?’ Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students

By Kevin Larkin, Robyn Jorgensen. 2016

122 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/426660bcc75ff5ec49af0143398bbf5552a6aaf8

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In Education

1. E. G. Peterson
2. Nicholas Riley
3. A. MacDonald
4. K. Holmes
5. J. Gore
6. J. Cohen
7. Cen Wang
8. P. Morgan

Citations in the corpus

• A Case for Domain-Specific Curiosity in Mathematics (2019, background): “Thwarted attempts to resolve confusion or the perception of mathematics as difficult can lead to frustration (D’Mello and Graesser 2012; Larkin and Jorgensen 2016).”
• Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “A study by Larkin and Jorgensen (2016) found that mathematics anxiety was experienced by students in Year 6, and among this sample, the emotions of boredom, sadness, and hate were characteristic of students experiencing this anxiety.”
• Movement-Based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program. (2017, background): “Educators have long been concerned with a steady decline in students attitude towards mathematics (Larkin & Jorgenson, 2016).”