In this chapter, we draw on Canadian Kindergarten to Grade 9 students' autobiographical accounts of learning mathematics in schools and their drawings of their feelings about doing mathematics in order to explore students' relationships with mathematics and the emotions associated with doing mathematics. Drawing on enactivist thought, we offer insight into the complex relationship between emotion and learning. Our analysis reveals a nuanced emotional landscape associated with learning mathematics, including positive, negative, and highly topic-dependent relationships with mathematics among this population, together with narratives of changing relationships that shed light on the kinds of pedagogies that support and detract from learning. Drawings of students' heads feature widely in the data, prompting us to raise questions about the disembodied nature of mathematics learning in schools.
|Title of host publication||Understanding Emotions in Mathematical Thinking and Learning|
|Editors||Ulises Xolocotzin Eligio|
|Place of Publication||London|
|Number of pages||24|
|Publication status||Published - 15 May 2017|
- Mathematics autobiography
- Mathematics learning