Abstract
This study examines the emotional responses of three individuals to timed mathematics tests. We examine the emotional responses of two adult women who look back to timed skills-tests in elementary school and the emotional response of a grade-three girl currently taking timed skills-tests. To interpret the individual reactions, we use a non-Newtonian view of time and draw on Mandler's insights into the nature of emotional responses. We examine the implications of these emotional responses for equitable assessment practices.
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Walen, S.B., Williams, S.R. A Matter of Time: Emotional Responses to Timed Mathematics Tests. Educational Studies in Mathematics 49, 361–378 (2002). https://doi.org/10.1023/A:1020258815748
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DOI: https://doi.org/10.1023/A:1020258815748