By Cem Giray
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Extra info for Arithmetic and Geometric Sequences (Zambak)
Students’ Interest in Mathematics 19 More recently, a fourth plausible explanation has been set forward. , OECD 2006; Troelsen 2005). Together with other notions such as motivation and affection, research has attributed the problem to a lack of emotional and personal attachment and engagement with school mathematics and science. , Carr 1996). The limitation of these types of studies on people’s engagement with mathematics and science is that, more often than not, the constructs, borrowed from psychology (Krapp 1999) and recontextualized into mathematics and science education research, posit the problem of interest, motivation or affection at the level of individual traits and interpersonal communication.
Is there a shortage of scientists? A re-analysis of supply for the UK. British Journal of Educational Studies, 59(2), 159–177. , & Valero, P. (2009). Identities-in-action: Exploring the fragility of discourse and identity in learning mathematics. Nordic Studies in Mathematics Education, 14(3), 55–77. , & Valero, P. (2010). Fragile learning in mathematics classrooms: Exploring mathematics lessons within a pre-service course. In M. ), Unpacking pedagogies: New perspectives for mathematics (pp. 87–107).
The family resemblance allows the observer to identify distinct language games as being “mathematical”. For the case of school mathematics such a view implies that school mathematics, as constituted in the realm of schooling, is a particular construction that has a family resemblance with the practices of academic mathematics––and that is why a mathematical view can identify it as “mathematics”. However, school mathematics is governed by a different series of rules, uses, and technologies than those of the language game that we call “mathematics”.
Arithmetic and Geometric Sequences (Zambak) by Cem Giray