Mathematical attitude development from a vygotskian perspective

An analysis of mathematical life history interviews, Vygotsky’s developmental theories, and research on attitudes toward mathematics, guided the creation of the attitudinal model presented in this paper. Examination and interpretation of the life histories of a sample of mathematics professors confirmed the model’s utility and the importance of four ‘bridging’ experiences: significant interactions with materials, mentoring experiences, significant peer interactions, and negative experiences. Implications of the model for curriculum planning and development are also explored.

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