Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021: Volume 2: Research Reports (A-G) . Hrsg. / Maitree Inprasitha ; Narumon Changsri; Nisakorn Boonsena. Band 2 Khon Kaen: Thailand Society of Mathematics Education, 2021. S. 321-328 (Proceedings of the International Group for the Psychology of Mathematics Education; Band 2).
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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Mathematics Education , Khon Kaen, Thailand, 19.07.21. <https://www.igpme.org/wp-content/uploads/2023/08/PME44_Proceedings_final.zip>
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RIS
TY - CHAP
T1 - Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics
AU - Göller, Robin
AU - Gildehaus, Lara
N1 - Conference code: 44
PY - 2021
Y1 - 2021
N2 - In this paper, we try to systematize and to explain different types and sources of frustrations which arise in the transition from school to university with Pekrun’s control-value theory. Empirical basis are problem-centered interviews with 21 mathematics students during their first year of study at university. The results show that a low action-outcome control can be considered as the main source of frustrations, but also that the importance of certain values should not be underestimated. In particular, the consideration of consequences of frustrations allows new approaches to explain phenomena known in higher mathematics education, such as the copying of exercises or a devaluation of mathematical contents, which are discussed.
AB - In this paper, we try to systematize and to explain different types and sources of frustrations which arise in the transition from school to university with Pekrun’s control-value theory. Empirical basis are problem-centered interviews with 21 mathematics students during their first year of study at university. The results show that a low action-outcome control can be considered as the main source of frustrations, but also that the importance of certain values should not be underestimated. In particular, the consideration of consequences of frustrations allows new approaches to explain phenomena known in higher mathematics education, such as the copying of exercises or a devaluation of mathematical contents, which are discussed.
KW - Didactics of Mathematics
UR - https://www.igpme.org/publications/current-proceedings/
M3 - Article in conference proceedings
SN - 9786169383017
VL - 2
T3 - Proceedings of the International Group for the Psychology of Mathematics Education
SP - 321
EP - 328
BT - Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021
A2 - Inprasitha , Maitree
A2 - Changsri, Narumon
A2 - Boonsena, Nisakorn
PB - Thailand Society of Mathematics Education
CY - Khon Kaen
T2 - The 44th Conference of the International Group for the Psychology of <br/>Mathematics Education
Y2 - 19 July 2021 through 22 July 2021
ER -