Enjoyment in learning mathematics: its role as a potential barrier to children’s perseverance in mathematical reasoning

Author:

Barnes AlisonORCID

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference36 articles.

1. Ball, D., & Bass, H. (2003). Making mathematics reasonable in school. In W. Kilpatrick (Ed.), A research companion to principles and standards for school mathematics (pp. 27–44). Reston, VA: National Council of Teachers of Mathematics.

2. Barnes, A. (2019). Perseverance in mathematical reasoning: The role of children’s conative focus in the productive interplay between cognition and affect. Research in Mathematics Education, 21(3), 271–294.

3. DeBellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147.

4. Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM—The International Journal on Mathematics Education, 43(4), 471–482.

5. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development (essays in social psychology). Hove, UK: Psychology Press.

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