Sources of students’ frustration in pre-university level, prerequisite mathematics courses
By A. Sierpińska, Georgeana Bobos, C. Knipping. 2008
58 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/ab7f0aed76a4d4e00a1e1c17a8b43d4639a7e31d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- E. G. Peterson
- J. Cohen
- Andrea A. diSessa
- Ghislaine Gueudet
- Oh Nam Kwon
- Lieven Verschaffel
- Marianna Bosch
- Vaughan Prain
In Education
- C. Winsløw
- E. G. Peterson
- J. Cohen
- Andrea A. diSessa
- Ghislaine Gueudet
- Oh Nam Kwon
- Lieven Verschaffel
- Marianna Bosch
Citations in the corpus
- An institutional approach to university mathematics education: from dual vector spaces to questioning the world (2014, methodology): “The notion of praxeology is at the core of ATD analysis and design of activities related to mathematics teaching and learning, but as mentioned earlier in the overview of core notions of ATD, it could be used to model any human activity.”
- Transitions in Mathematics Education (2016, background): “Some of these studies (Serrano et al. 2007; Sierpinska et al. 2008) show how the bridging courses can actually increase the gap between institutions instead of facilitating the entrance to the new culture and its ways of working.”
- A Case for Domain-Specific Curiosity in Mathematics (2019, background): “If an individual tries and fails to identify a path to resolution, their sense of frustration increases (Sierpinska et al. 2008).”