Η αξιολόγηση του βιβλίου των μαθηματικών σε σχέση με τα συναισθήματα και τους στόχους επίτευξης των μαθητών/τριών

Abstract

The aim of the study was to examine the relationship between 3rd grade elementary school students’ perceptions about mathematics’ schoolbook and their achievement emotions and achievement goals. The research was conducted on two phases, one quantitative and one qualitative, carried out simultaneously. In the first phase, the quantitative one, 46 students completed a questionnaire consisting of the Achievement Emotions Questionnaire, Personal Achievement Goal Orientation and Mathematics Textbook Analysis. In the second phase of the research, the qualitative one, 6 students responded to a semi-structured interview, consisting of 13 questions, designed for research purposes. The results of the correlation analysis showed that 3rd grade elementary school students’ perceptions about the mathematics schoolbook are positively correlated with positive achievement emotions, learning goals and performance approach goals. Content analysis showed that students, although they consider their math book to be easy and enjoyable, nevertheless read mathematics because they think that it is useful or they want to satisfy others (parents or/and teachers). The results demonstrate how the comprehensible, attractive and interesting content of the schoolbook can help in motivation and enhancement of students’ positive achievement emotions and thereby can increase their performance in mathematics.