Students’ emotional experiences learning mathematics in Canadian schools

Jo Towers, Miwa Takeuchi, Jennifer Hall, Lyndon C Martin

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

    3 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Title of host publicationUnderstanding Emotions in Mathematical Thinking and Learning
    EditorsUlises Xolocotzin Eligio
    Place of PublicationLondon
    PublisherAcademic Press
    Pages163-186
    Number of pages24
    Edition1st
    ISBN (Electronic)9780128024898
    ISBN (Print)9780128022184
    DOIs
    Publication statusPublished - 15 May 2017

    Keywords

    • Affect
    • Drawings
    • Embodiment
    • Emotion
    • Mathematics autobiography
    • Mathematics learning

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