• Daniel Sommerhoff
  • Aiso Heinze
Teachers’ enthusiasm for teaching mathematics has shown positive effects on affective student characteristics and achievement, yet effects of enthusiasm for mathematics were at most mixed. However, research has so far focused mostly on enthusiasm for mathematics in general, likely obscuring effects of more nuanced facets of mathematics-related enthusiasm. Based on person-object theories, teachers’ enthusiasm can be expected to vary between mathematical contexts (school vs. university), subjects (e.g., calculus, algebra, probability, geometry) and may change over time. To generate evidence for these differences and confirm the person-object theory for enthusiasm, N = 232 pre-service teachers were surveyed. Results revealed significant differences between contexts and subjects as well as significant changes during university studies.
Original languageEnglish
Title of host publicationProceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Number of pages9
Volume4
PublisherPME
Publication date07.2021
Pages74-83
ISBN (Electronic)978-616-93830-0-0
Publication statusPublished - 07.2021
Event44nd Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Duration: 19.07.202122.07.2021
https://pme44.kku.ac.th/home/

ID: 1666582