Menu
Menu

Menu do Portal GEPEMA

Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers

Artigo2021

Luke Brownlow

Download disponível Baixar PDF na fonte: Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

There is significant research addressing identities in mathematics focusing on school children and maximizing testing scores. However, mathematics confidence in preservice teachers is something that needs further attention as they will have foundational roles in students developing lifelong mathematics identities. Hence, mathematics confidence in pre-service teachers is the focus of this research set around word problems. Beyond this context, the study is inspired by the framing effect and its ability to alter perceptions with gain and loss discourse that frames the logical information presented. 80 early childhood pre-service teachers completed a survey and rated their pre-task and post-task confidence levels on a series of framed word problems. This method revealed that the framing effect had a negligible impact on task confidence with all frames increasing task confidence to similar levels.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2021
Idioma
en
Palavras-chave
Word Problems (Mathematics); Mathematics Instruction; Self Concept; Preservice Teachers; Self Esteem; Mathematics Skills; Preschool Teachers; Teacher Education Programs; Student Attitudes; Self Evaluation (Individuals); Task Analysis; Outcomes of Education; Grade 9; Foreign Countries; Numeracy; National Competency Tests; Mathematics Tests; Difficulty Level; Anxiety; Rating Scales; Age Differences
Temas
Formação de Professores de Matemática
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BROWNLOW, Luke. Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers. Mathematics Teaching Research Journal, 2021. Disponível em: https://eric.ed.gov/?id=EJ1382708. Acesso em: 5 nov. 2026.

APA

Brownlow, L. (2021). Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1382708

BibTeX
@article{brownlow2021,
  author = {Brownlow, Luke},
  title = {Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers},
  year = {2021},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1382708},
  language = {en}
}
RIS
TY  - JOUR
AU  - Brownlow, Luke
TI  - Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers
PY  - 2021
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1382708
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal