Title

“[He] has impaired vision due to overworking”: Students’ views about mathematicians

Document Type

Book Chapter

Publication Title

Theorizing and Measuring Affect in Mathematics Teaching and Learning

Publisher

Springer

School

School of Education

RAS ID

43525

Comments

Hatisaru, V. (2021). “[He] has impaired vision due to overworking”: Students’ views about mathematicians. In C. Andrà, D. Brunetto & F. Martignone (Eds.), Theorizing and Measuring Affect in Mathematics Teaching and Learning (pp. 89-100). Springer. https://doi.org/10.1007/978-3-030-50526-4_9

Abstract

This article presents Turkish lower secondary school students’ (grades–8, aged 12–15) views about mathematicians and their work through examining their drawings on the Draw a Mathematician Test. A content analysis of 254 student drawings revealed that students have narrow stereotypical views. The most common patterns that emerged in the drawings were that mathematicians predominantly: are male; work in an office/room; engage in solving Numbers or Algebra questions; are quite focused or dedicated; and use a whiteboard or books as the tools of the profession. These perceptions may be relevant in Turkey where the transition from lower secondary to secondary schools depends on a large degree on students’ scores on nationwide standardized tests. To be placed in relatively good schools, students practice hundreds of mathematics questions either at the school or after-school times. One of the negative consequences of these exams has been that students associate mathematics with mainly numbers and arithmetic and the work of mathematicians with performing calculations or practicing textbook questions. Changing the way of learning mathematics from drill and practice of number facts and computational manipulations to a more problem and experiential way of learning may reduce students’ current erroneous perceptions and nurture more representative views in them about mathematics and mathematicians.

DOI

10.1007/978-3-030-50526-4_9

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