Emotionen im Mathematikunterricht in der Grundschule
Tina Hascher und Sabine Reindl
Diese Publikation zitieren
Tina Hascher, Sabine Reindl, Emotionen im Mathematikunterricht in der Grundschule (27.04.2024), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2013 #3, S.268
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Beschreibung / Abstract
In der empirisch pädagogischen Forschung wird mehrfach darauf hingewiesen, dass positive Emotionen gegenüber der Schule bereits im Grundschulalter abnehmen (Hascher, Hagenauer & Schaffer, 2011, Helmke, 1993). Der Verlauf der Emotionen in den ersten Schuljahren wurde bisher allerdings noch wenig untersucht. Zudem fehlen Studien, die mehrere diskrete Emotionen fachspezifisch analysieren. In der hier vorgestellten Studie wurden Kinder der Klassenstufen 1-4 in acht österreichischen Grundschulklassen über den Zeitraum eines Jahres an vier Messzeitpunkten zu ihren Emotionen im Mathematikunterricht befragt. Die Ergebnisse aus Varianzanalysen mit Messwiederholung verweisen einerseits auf einen Rückgang positiver Emotionen und damit auf eine eher distanzierte Haltung gegenüber Mathematik. Andererseits verdeutlichen sie auch den Rückgang negativer Emotionen und einen Erholungseffekt, der sich durch die Sommerferien einstellt. Die emotionsform- und schulklassenspezifischen Entwicklungen wiederum legen nahe, die Emotionsentwicklung in der Schule künftig differenzierter zu erforschen.
Schlüsselbegriffe: Emotionen, Schülerinnen und Schüler, Mathematikunterricht, Grundschule.
Empirical educational research points out that students´ positive emotions towards school decrease already in primary school (Hascher, Hagenauer & Schaffer, 2011, Helmke, 1993). The process of emotions during the first school years, however, was hardly investigated so far. Also, there is a lack of studies which analyse several discrete emotions under a domain-specific perspective. In our study children in grades 1 to 4 from eight primary schools in Austria were surveyed about their emotions towards math instruction four times over a time period of a year. The results from repeated measures analyses of variance confirm a decline of positive emotions as indicators of a reserved stance over math learning. On the other hand they also illustrate a reduction of negative emotions and a recreation effect during summer holiday. Differences with regard to particular emotions and classrooms suggest to analyse emotional development in school from a more differentiated perspective.
Keywords: Emotion, Students, Math instruction, Primary School.
Schlüsselbegriffe: Emotionen, Schülerinnen und Schüler, Mathematikunterricht, Grundschule.
Empirical educational research points out that students´ positive emotions towards school decrease already in primary school (Hascher, Hagenauer & Schaffer, 2011, Helmke, 1993). The process of emotions during the first school years, however, was hardly investigated so far. Also, there is a lack of studies which analyse several discrete emotions under a domain-specific perspective. In our study children in grades 1 to 4 from eight primary schools in Austria were surveyed about their emotions towards math instruction four times over a time period of a year. The results from repeated measures analyses of variance confirm a decline of positive emotions as indicators of a reserved stance over math learning. On the other hand they also illustrate a reduction of negative emotions and a recreation effect during summer holiday. Differences with regard to particular emotions and classrooms suggest to analyse emotional development in school from a more differentiated perspective.
Keywords: Emotion, Students, Math instruction, Primary School.