International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
The Affective Domain in Mathematics Learning
APA
In-text citation: (Ignacio et al., 2006)
Reference: Ignacio, N. G., Nieto, L. J. B., & Barona, E. G. (2006). The Affective Domain in Mathematics Learning. International Electronic Journal of Mathematics Education, 1(1), 16-32. https://doi.org/10.29333/iejme/169
AMA
In-text citation: (1), (2), (3), etc.
Reference: Ignacio NG, Nieto LJB, Barona EG. The Affective Domain in Mathematics Learning. INT ELECT J MATH ED. 2006;1(1), 16-32. https://doi.org/10.29333/iejme/169
Chicago
In-text citation: (Ignacio et al., 2006)
Reference: Ignacio, Nuria Gil, Lorenzo J. Blanco Nieto, and Eloísa Guerrero Barona. "The Affective Domain in Mathematics Learning". International Electronic Journal of Mathematics Education 2006 1 no. 1 (2006): 16-32. https://doi.org/10.29333/iejme/169
Harvard
In-text citation: (Ignacio et al., 2006)
Reference: Ignacio, N. G., Nieto, L. J. B., and Barona, E. G. (2006). The Affective Domain in Mathematics Learning. International Electronic Journal of Mathematics Education, 1(1), pp. 16-32. https://doi.org/10.29333/iejme/169
MLA
In-text citation: (Ignacio et al., 2006)
Reference: Ignacio, Nuria Gil et al. "The Affective Domain in Mathematics Learning". International Electronic Journal of Mathematics Education, vol. 1, no. 1, 2006, pp. 16-32. https://doi.org/10.29333/iejme/169
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ignacio NG, Nieto LJB, Barona EG. The Affective Domain in Mathematics Learning. INT ELECT J MATH ED. 2006;1(1):16-32. https://doi.org/10.29333/iejme/169

Abstract

The present work set out to analyze the beliefs, attitudes, and emotional reactions that students experience in the process of learning mathematics. The aim was to be able to demonstrate that the existence of positive attributes, beliefs, and attitudes about themselves as learners are a source of motivation and expectations of success in dealing with this subject. We used a sample of 346 students of the second cycle of Obligatory Secondary Education (ESO) of high schools in Badajoz. The participants responded to a questionnaire on beliefs and attitudes about mathematics. It was found that neither the students' gender nor their year of studies influenced their beliefs about their self-concept of mathematics.

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