Laine, Anu

Näveri, Liisa

Tuohilampi, Laura

Helsingin yliopiston digitaalinen arkisto

The restricted yet crucial impact of an intervention on pupil’s mathematics-related affect

International audiencePast research clearly indicates that students' mathematics related affect develops destructively during school years. However, not many efficient interventions have been done. The efficiency of the interventions may become minor if other factors dominate the development of affect structures. Also the methods in order to measure the impact might be insufficient. However, the negative development of affect must be taken seriously. Especially the most harmful consequences, such as girls' unnecessarily poor self-efficacy, needs to be tackled. Here, we present a three-year intervention designed to improve primary school pupils' problem solving skills, and consequently mathematics-related affect. The impact was restricted but crucial: girls' affect regarding mathematics decreased less in the intervention group

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