Adults' Mathematical Thinking and Emotions: A Study of Numerate Practice
By Jeff Evans. 2000
239 citations recorded by the source corpus.
Subfields: Applied Mathematics, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/8415cb183b980368ce9ea37c1bec2ac6420e4f24
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Applied Mathematics
In Statistics and Probability
Citations in the corpus
- Affect in Mathematics Education: An Introduction (2006, background): “In general, emotion is more 'hot', here, more intense, than affect in previous models based on attitudes (Evans, 2000, Ch.7).”
- Emotion and disaffection with school mathematics (2013, background): “Evans (2000) claimed: ‘‘there is still little or no explicit acknowledgement of the importance of the affective feelings of anxiety, frustration, pleasure, and/or satisfaction which attend the learning of mathematics’’ (Evans 2000, 108).”
- Individual differences in arithmetic (2012, background): “Evans (2000) found that, among a group of mature students, anxiety about mathematics tests and courses could be distinguished from anxiety about using numbers in everyday contexts.”
- Emotion, identity and teacher learning: becoming a primary mathematics teacher (2007, background): “Significantly, this image was at least initially only partially grasped and Ursula’s engagement and identity construction was ‘facilitated by fantasy’ (Evans, 2000, p. 224).”
- Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “mathematical applications), than using numbers in everyday contexts (Evans, 2000).”
- Sources of students’ frustration in pre-university level, prerequisite mathematics courses (2008, background): “2006; Smith III and Star 2007), particularly in relation to adults learning (FitzSimons 1994a, b; FitzSimons et al. 1996; FitzSimons and Godden 2000; Evans 2000).”
- Students’ Critical Awareness of Voice and Agency in Mathematics Classroom Discourse (2007, background): “Mathematics educators have recently become increasingly interested in this relationship (e.g., Evans, 2000; Fiori, Boaler, Cleare, DiBrienza, & Sengupta, 2004; Hannula, Evans, Philippou, & Zan, 2004).”
- Evolution of Numeracy and the National Numeracy Network (2008, background): “Numeracy gradually came to mean just simple arithmetic skills normally acquired in childhood, what Evans (2000) termed the "limited proficiency" model of numeracy.”
- What does Social Semiotics have to Offer Mathematics Education Research? (2006, background): “…2002) for the use of alternative discourses by members of a group of students as they work together to achieve understanding of the mathematisation of a situation in economics; (Evans, 2000) for analysis of individuals drawing on multiple discourses during problem solving in an interview setting.”
- Discursive Positioning and Emotion in School Mathematics Practices (2006, methodology): “In contrast, Evans (2000), interviewing adults taking mathematics within a social science degree, coded all the women, and most of the men, as clearly expressing emotion.”
- The Construct of Attitude in Mathematics Education (2015, background): “As a matter of fact, various studies about emotions (Evans, 2000) suggest the possibility that for certain subjects, an optimal level of anxiety exists, above which, but also below which, performance is reduced.”
- National numeracy review report (2008, background): “…and communicate numerical, quantitative, spatial, statistical, even mathematical information, in ways that are appropriate for a variety of contexts, and that will enable a typical member of the culture or subculture to participate effectively in activities that they value (Evans 2000, p.236).”