‘I Hate Maths: Why Do We Need to Do Maths?’ Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students

Abstract

Accessing children's feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the 'Big Brother' room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling.

Movement-based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program

“…Educators have long been concerned with a steady decline in students attitude towards mathematics (Larkin & Jorgenson, 2016). Research has previously found that towards the end of primary school, expressions of boredom from children in mathematics are indicative of lack of stimulation, lack of challenge and a lack of direction over learning (Bibby, 2008).…”

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws

“…Nevertheless, there was still less significant improvement in students' conceptual understanding. This is correlated to Oliver et al (2017), Liu & Fang (2016), Larkin & Jorgensen (2016) and Waldrip & Prain (2012) that students' misconceptions can be strong and be challenging on the way to truthful.…”

“…Studying students' conceptual misunderstandings can be a strong and challenging way to the solution (e.g. Oliver et al, 2017;Liu & Fang, 2016;Larkin & Jorgensen, 2016;Waldrip & Prain, 2012).…”

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

“…As classroom practices have an influence on students' attitudes towards mathematics, positive pedagogical practices are required to combat negative attitudes (Hubbard 2001;Larkin and Jorgensen 2015;Swars et al 2007). Thus, the potential to positively transform students' attitudes about mathematics is possible if students experience 'joy and excitement' instead of 'panic, boredom and frustration' in the classroom (Grootenboer and Marshman 2016, p. 21).…”