Mathematics education and the affective domain

Catherine Attard, Naomi Ingram, Helen Jara Forgasz, Gilah Chaja Leder, Peter Grootenboer

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

10 Citations (Scopus)

Abstract

This is the fourth chapter on affective issues to appear in the Mathematics Education Research Group of Australasia (MERGA) reviews of research in mathematics education. In our review of topics and findings of studies that have been published in Australasia during the period 2012-2015, some themes and issues have been identified that appear noteworthy. Past reviews on affect and mathematics have noted a limited amount of theorising, with many studies providing description of teacher and student perceptions of affective issues. This does not appear to have changed significantly in this period, however it does appear that the foci of affective research within specific topics is beginning to broaden, with a shift in attention on student engagement and attitudes towards mathematics. It is noted that although research has increased in the area of engagement, there have been no substantive explorations of any links between engagement and academic achievement.

Original languageEnglish
Title of host publicationResearch in Mathematics Education in Australasia 2012–2015
EditorsKatie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry
Place of PublicationSingapore
PublisherSpringer
Pages73-96
Number of pages24
ISBN (Electronic)9789811014192
ISBN (Print)9789811014178
DOIs
Publication statusPublished - 2016

Keywords

  • Affect
  • Anxiety
  • Beliefs
  • Engagement
  • Gender
  • Identity
  • Mathematics education

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