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Engaged to learn pedagogy : theoretically identified optimism-building situations

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conference contribution
posted on 2009-01-01, 00:00 authored by Gaynor Williams
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.

History

Pagination

595 - 602

Location

Massey University, Wellington, New Zealand

Open access

  • Yes

Start date

2009-07-05

End date

2009-07-09

Language

eng

Publication classification

E1 Full written paper - refereed

Copyright notice

2009, MERGA

Title of proceedings

MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009

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