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Shame: an emotional response to doing mathematics as an adult and a teacher.
- Source :
- British Educational Research Journal; Oct2002, Vol. 28 Issue 5, p705-721, 17p
- Publication Year :
- 2002
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
- Subjects :
- SHAME
MATHEMATICS
TEACHERS
Subjects
Details
- Language :
- English
- ISSN :
- 01411926
- Volume :
- 28
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- British Educational Research Journal
- Publication Type :
- Academic Journal
- Accession number :
- 7392634
- Full Text :
- https://doi.org/10.1080/0141192022000015543