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Engaged to learn pedagogy : theoretically identified optimism-building situations

Williams, Gaye 2009, Engaged to learn pedagogy : theoretically identified optimism-building situations, in MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009, MERGA Inc., [Wellington, N.Z.], pp. 595-602.

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Title Engaged to learn pedagogy : theoretically identified optimism-building situations
Author(s) Williams, Gaye
Conference name Mathematics Education Research Group of Australasia. Conference (32nd : 2009 : Wellington, New Zealand)
Conference location Massey University, Wellington, New Zealand
Conference dates 5-9 July 2009
Title of proceedings MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009
Editor(s) [Unknown]
Publication date 2009
Conference series Mathematics Education Research Group of Australasia Conference
Start page 595
End page 602
Total pages 8
Publisher MERGA Inc.
Place of publication [Wellington, N.Z.]
Summary Associations between resilience or optimism (Seligman, 1995) and the inclination to explore unfamiliar challenging problems in mathematics have been identified (Williams, 2005, 2008). This raised questions about how to build optimism to enhance mathematical performance. In this study, a theoretical framework was formulated to study optimism-building situations (Seligman, 1995; Csikszentmihalyi, 1992). By interrogating ‘Engaged to Learn’ pedagogy (Williams, 2000) through a video-stimulated interview study, situations theoretically expected to be optimism building were identified.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2009, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022981

Document type: Conference Paper
Collections: School of Education
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