Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 925-944 |
| Number of pages | 20 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 14 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2016 |
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‘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. / Larkin, Kevin; JORGENSEN, Robyn.
In: International Journal of Science and Mathematics Education, Vol. 14, No. 5, 2016, p. 925-944.Research output: Contribution to journal › Article
TY - JOUR
T1 - ‘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
AU - Larkin, Kevin
AU - JORGENSEN, Robyn
PY - 2016
Y1 - 2016
N2 - Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling
AB - Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling
KW - Mathematics education
KW - primary school mathematics
KW - attitudes
KW - Primary school mathematics
KW - iPads
KW - Video diaries
KW - Attitudes
KW - Anxiety
UR - http://www.scopus.com/inward/record.url?scp=84921983271&partnerID=8YFLogxK
U2 - 10.1007/s10763-015-9621-x
DO - 10.1007/s10763-015-9621-x
M3 - Article
VL - 14
SP - 925
EP - 944
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 5
ER -