Ethnomathematics and aboriginal student anxiety
Notice bibliographique
Résumé
Abstract Mathematics anxiety has been identified as a barrier to learners who wish to enroll in post secondary education and training in Canada. We examined student beliefs about anxiety and their perceptions about how increased culturally-relevant mathematical content could enhance their feelings of efficacy in mathematics. We found higher levels of anxiety among students; and identified differences between and non-aboriginal students' views of how anxiety can be reduced. Introduction Mathematics anxiety is present in many learners, regardless of age, level of mathematical knowledge, gender or ability (Ashcraft, 2002). Mathematics anxiety is defined as a feeling of tension, apprehension, or fear that interferes with math performance (p. 181). Its most concerning consequence is the avoidance behaviour that results from high levels of fear. Fear of is a significant barrier to college student success. Perry (2004) suggested as many as 85% of students in an introductory course feel at least some degree of anxiety. Woodward (2004) suggested that anxiety is particularly prevalent among developmental college students. Anxiety levels among college students can differ on the basis of gender (Woodward, 2004: Zettle & Raines, 2000; Ashcraft, 2002) or among nontraditional, older students (Royce & Rompf, 1992). Bernstein's (1992) study of adults in a non traditional career programs found that men of African-American, Hispanic, Asian and Native American descent exhibited high levels of anxiety, as did women of Hispanic and Asian descent. Aboriginal student enrolment in post secondary institutions is of particular concern to government agencies and educational institutions in Canada as participation rates among students, particularly in and sciences are significantly lower than the rate for other Canadians (The Millennium Scholarship Foundation, 2004). In Canada, aboriginal is the term used to describe all persons of indigenous ancestry (Indian and Northern Affairs Canada, 2004). About 20% of people between the ages of 15-24 participate in post secondary training compared to 43% of non-aboriginal people. As a result, provincial authorities have given regional colleges a mandate to improve enrolment in post secondary and career training programs. One such college that has responded created bridging programs and developmental courses, including several in mathematics. As anxiety was seen by administrators as a barrier to student enrolment, curriculum in one developmental course was modified to include content. In our evaluation, we explored student beliefs about anxiety, and, in particular, how increasing socio-cultural content might affect anxiety. Socio cultural Learning Theory and Mathematics Anxiety A decade of research in education has demonstrated the benefits of adopting a socio-cultural perspective to education (FitzSimons, 2002). A socio-cultural perspective offers a different lens through which to view student success, curricular content, historical contributions and educational practices by recognizing that is not free of social, political, economic or cultural context. The adoption of an alternative epistemology that questions a dominant western discourse of as culturally neutral is recommended. D' Ambrosio (1999) is credited with the first use of the term ethnomathematics'. Ethnomathematics tak[es] into account the cultural differences that have determined the cultural evolution of humankind and the political dimension of mathematics (p. 150). Ethnomathematics scholars that have focused on particular indigenous groups, include Knijnick's (2002a) work with the Brazilian Landless movement, Meaney (2002) and Robinson & Nichol's (1998) work with indigenous Australians, and Ezeife's (2003) work with Africans. …
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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