NCTM Disposition 2011

NCTM. (2011). Motivation and Disposition:  Pathways to Learning Mathematics (Vol. 73rd). Reston, VA: The National Council of Teachers of Mathematics, Inc.

INTRODUCTION

Brahier, D. J. (2011). Motivation and disposition:  The hidden curriculum. In D. J. Brahier & W. R. Speer (Eds.), Motivation and Disposition:  Pathways to Learning Mathematics (Vol. 73rd, pp. 1-8). Reston, VA: The National Council of Teachers of Mathematics, Inc.

p. ix  “Motivation and disposition evolve (or stem) from many sources, and many factors can magnify or diminish both.”

p. 4  “I believe that learning mathematics transcends acquiring skills and even developing conceptual understanding – that, beyond these goals, my role as a mathematics teacher is to spark the interests of my students and excite them about mathematics and its usefulness in our world.”

NCTM 1989  “disposition refers not simply to attitudes but to a tendency to think and to act in positive ways.”  p. 6

MEMO

p. 6   Disposition in mathematics can refer to the teacher and or the student.  It can look differently between a female and a male.

p. 7  Disposition is closely related to motivation  (again the positive), these are affective characteristics.

p. 8  the hidden curriculum:  “motivating students and making them eager to continue their study of mathematics.”

p. 11  “Engage all students in learning mathematics successfully.”

CHAPTER 2

Bobis, J., Anderson, J., Martin, A., & Way, J. (2011). A model for mathematics instruction to enhance student motivation and engagement. In D. J. Brahier & W. R. Speer (Eds.), Motivation and Disposition:  Pathways to Learning Mathematics (Vol. 73rd, pp. 31-42). Reston, VA: The National Council of Teachers of Mathematics, Inc.

 

 

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