Emotion and disaffection with school mathematics

Lewis, Gareth

doi:10.1080/14794802.2012.756636

Cited by 37 publications

(24 citation statements)

References 11 publications

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“…Frenzel et al (2007) find that enjoyment, anxiety, anger and boredom are among the most frequently experienced emotions during mathematics classroom instruction. Lewis (2013) found that the most frequently chosen positive emotions among students of two further education colleges were pride and relaxation. Pride was usually associated with being able to understand or do something, or with the achievement of test or exam results.…”

Section: Emotions In the Mathematics Classroommentioning

confidence: 98%

“…Research into emotions of students in the mathematics classroom has been studied to a lesser extent (Frenzel et al, 2007;Larkin & Jorgensen, 2015;Lewis, 2013;Op' T Eynde et al, 2006). Frenzel et al (2007) find that enjoyment, anxiety, anger and boredom are among the most frequently experienced emotions during mathematics classroom instruction.…”

Section: Emotions In the Mathematics Classroommentioning

confidence: 98%

“…Ashcraft & Krause, 2007;Bekdemir, 2010;Hembree, 1990). Research also focuses, to a lesser extent, on students' emotions in mathematical engagement (Goldin, Epstein, Schorr & Warner, 2011;Schorr & Goldin, 2008) and in the mathematics classroom (Frenzel, Pekrun & Goetz, 2007;Larkin & Jorgensen, 2015;Lewis, 2013;Op' T Eynde et al, 2006).…”

Section: Introduction Students' Emotions In Mathematics Educationmentioning

confidence: 97%

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Students’ Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals

Martínez-Sierra

García-González

2015

Int J of Sci and Math Educ

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Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high school students' emotional experiences in the mathematics classroom and identify the appraisal structures that support such emotional experiences. Focus group interviews were carried out until theoretical saturation of the data was achieved (N = 53 in nine focus groups interviews). Data analysis is based on the theory of cognitive structure of emotions, which specifies eliciting situations for each emotion and the variables that affect intensity. The emotional experiences in this structure are as follows: satisfaction, disappointment, hope, fear, joy, distress, boredom, interest, pride, reproach, self-reproach, like and dislike. These results show that the emotional experiences of students are based on their appraisals of events, objects and agents in terms of a structure of goals.Keywords Appraisal structures . Emotions in mathematics classroom . Emotions in mathematics education . Goals . Students' emotions . Theory of cognitive structure of emotions Int J of Sci and Math Educ

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Section: Emotions In the Mathematics Classroommentioning

confidence: 98%

Section: Emotions In the Mathematics Classroommentioning

confidence: 98%

Section: Introduction Students' Emotions In Mathematics Educationmentioning

confidence: 97%

See 1 more Smart Citation

Students’ Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals

Martínez-Sierra

García-González

2015

Int J of Sci and Math Educ

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“…Student dispositions in particular are dominant within this paradigm. An insight provided by Lewis (2013) suggests that "motivation and emotion may be more central to an understanding of the phenomenon of disaffection than that of a quantitative study of attitude" (p.70). Similarly Brown, Brown and Biddy, (2012) argue that there were psychological internalisations for students selecting to opt out of further study in mathematics.…”

Section: Conceptual Framingmentioning

confidence: 99%

Analysing the relationships between students and mathematics: a tale of two paradigms

Jorgensen

Larkin

2017

Math Ed Res J

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“…A number of studies have focused on the phenomenon of disaffection, disengagement and alienation from mathematics (e.g. Lewis, 2013;Nardi & Steward, 2003). In recent years, this concern has been taken up by researchers working from discursive and postmodern perspectives who have focused on student identities in relation to mathematics (e.g.…”

Section: Mathematics and School Mathematics As Discursive Practices: mentioning

confidence: 99%

Studying the role of human agency in school mathematics

Morgan

2016

Research in Mathematics Education

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Mathematical discourse is often described as abstract and devoid of human presence, yet many school curricula espouse an aim to develop active, creative mathematical problem posers and solvers. The project The Evolution of the Discourse of School Mathematics (EDSM) developed an analytic scheme to investigate the nature of school mathematics discourse through the lens of high-stakes examinations in England. Following an overview of the scheme, this article 'zooms in' on the development of the sub-component addressing the question of how the origin of mathematical knowledge is construed, allowing investigation of the potential for students to see a role for themselves as active, creative agents in mathematical practices. Analytical tools operationalising this component are presented and their application illustrated. Results of analysis of examinations over a period of three decades suggest some increase in human agency, though some other aspects characteristic of higher-level mathematics may have reduced.

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Emotion and disaffection with school mathematics

Cited by 37 publications

References 11 publications

Students’ Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals

Students’ Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals

Analysing the relationships between students and mathematics: a tale of two paradigms

Studying the role of human agency in school mathematics

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