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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MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009
Mathematics Education Research Group of Australasia Conference
Place of publication
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.
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy
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