Shame: an emotional response to doing mathematics as an adult and a teacher

被引：47

作者：

Bibby, T ^{[1
]}

机构：

[1] Kings Coll London, Sch Educ, London SE1 9NN, England

来源：

BRITISH EDUCATIONAL RESEARCH JOURNAL | 2002年 / 28卷 / 05期

关键词：

D O I：

10.1080/0141192022000015543

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Increasingly, the mathematical subject knowledge required of teachers is described as lists of facts, skills and competencies. This listing appears unproblematic given the apparently rational nature of the subject. However, mathematics is often experienced as an intensely emotional subject. The focus of this article is shame: a reaction to other people's criticisms and an emotional response to knowing and doing mathematics. It is used as an analytical tool to explore the ways in which mathematics is known by primary school teachers. It is suggested that absolutist/product conceptions of mathematics provide ideal opportunities for experiencing shame and that, while shame can act as a positive motivational force, accessing it in this way is far from easy.

引用

页码：705 / 721

页数：17

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