The affective domain and mathematics education

Peter Grootenboer; Gregor Lomas; Naomi Ingram

The affective domain and mathematics education

In: Research in Mathematics Education in Australasia 2004 - 2007

Authors:

Peter Grootenboer

Peter Grootenboer Griffith University Australia

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Gregor Lomas

Gregor Lomas University of Auckland New Zealand

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Naomi Ingram

Naomi Ingram University of Otago New Zealand

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Type:: Chapter

Pages:: 255–270

DOI:: https://doi.org/10.1163/9789087905019_013

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Australasian research in the affective domain is examined in this chapter. During the review period, the domain has continued to be dominated by a focus on beliefs, yet there was more research emerging in the areas of selfconcept, identity, motivation, and engagement. There remains, however, a lack of theorising in aspects of the domain. While there has been an increase in mixed methods studies, there has been little change in methodological approaches since the last review. With some exceptions, only a limited range of methodological instruments has been used. Data are still primarily selfreported rather than observational, and this issue remains an aspect to be addressed in future research.

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Research in Mathematics Education in Australasia 2004 - 2007

Series: New Directions in Mathematics and Science Education, Volume: 12

E-Book ISBN:: 9789087905019

Publisher:: Brill

Print Publication Date:: 01 Jan 2008

Subjects
- Education
  - Mathematics Education

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The affective domain and mathematics education

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Research in Mathematics Education in Australasia 2004 - 2007

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