“I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics
By M. Brown, P. Brown, T. Bibby. 2008
327 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/71263413f32f664b53c6b8a212fab3a5a219fa17
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In Education
- J. Williams
- Andrew J. Martin
- Graeme Hutcheson
- Maria Pampaka
- C. Looi
- Amar Sarkar
- Paul Hernandez-Martinez
- Judy Anderson
In Experimental and Cognitive Psychology
Citations in the corpus
- Exploring social patterns of participation in university-entrance level mathematics in England (2009, unknown): “Brown, Brown, and Bibby 2008 ; Hernandez-Martinez et al.”
- Measuring mathematics self-efficacy as a learning outcome (2011, background): “Brown, Brown, and Bibby (2008) found that lack of confidence is also common among high-attaining girls.”
- Mathematics Anxiety: What Have We Learned in 60 Years? (2016, background): “Moreover, whether a person likes or fears mathematics will clearly influence whether they take courses in mathematics beyond compulsory school-leaving age, and pursue careers that require mathematical knowledge (Chipman et al., 1992; Brown et al., 2008).”
- Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “The present findings affirm the body of research demonstrating declines in mathematics engagement through the middle years (e.g., see Bobis, 2000; Brown et al., 2008; Doig, 2005; Forgasz, 2006; Sullivan et al., 2005).”
- Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “Mathematics subject-choices in England have also been influenced by the perceived difficulty of A-Level study and (low) confidence, enjoyment and perceptions of the personal utility of mathematics (Brown et al., 2008; Cann, 2009); perceptions of the utility of a subject or extrinsic motivation have ”
- “How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education (2018, background): “Therefore, it is no wonder that many students perceive mathematics as alien, that they don’t understand it, and that they drop it as soon as possible [9,10].”
- Students' views on their transition from school to college mathematics: rethinking ‘transition’ as an issue of identity (2011, background): “In addition to this literature, there is some evidence related to mathematics options, and choice to study mathematics at 16: in particular, Brown, Brown and Bibby ( 2008 ) report reasons for NOT studying mathematics post-16 (students say maths is too hard, not relevant, disliked or boring), and ‘en”