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Bibby Tamara (2002). « Shame: an emotional response to doing mathematics as an adult and a teacher ». British Educational Research Journal, vol. 28, n° 5, p. 705–721. ISSN 0141-1926. En ligne : <http://www.informaworld ... 080/0141192022000015543>.
Added by: Marie Gaussel (23 Jun 2010 14:17:14 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1080/0141192022000015543 ID no. (ISBN etc.): 0141-1926 BibTeX citation key: Bibby2002  |
Categories: General Keywords: éducation prioritaire, enseignant, mathématiques, pratique pédagogique Creators: Bibby Collection: British Educational Research Journal |
Views: 3483/4618
Views index: 32% Popularity index: 8% |
| URLs http://www.informa ... 141192022000015543 |
| Abstract |
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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.
Added by: Marie Gaussel |