Skip to main content
SpringerLink
Log in

Introduction

  • Chapter
  • First Online:
Mathematics, Affect and Learning

  • 1965 Accesses

Abstract

Mathematics is a subject that has endured a crisis of unpopularity and misconception for a long time, and the perception that it is boring, dull, irrelevant and inaccessible is pervasive. These issues have prevailed for a long time and so to improve the beliefs, values, attitudes and feelings people have about mathematics will require sustained and multi-faceted attention. In particular, attention is needed at the site where people develop many of their mathematical views and emotions—school. In this chapter we briefly critique the research into the affective dimension of mathematics education before discussing learning in the middle school years. Then, we conclude by discussing what appears to be the most significant factor in mathematics education during the middle years—the mathematics teacher. The chapter concludes with an outline of the book including a brief synopsis of each of the following chapters.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    In Australian and New Zealand the term ‘Year’ is used and is synonymous with the term ‘Grade’ which is employed in other countries. A Year 5 student would be aged about 11 years old.

References

  • Anderson, J., Sullivan, P., & White, P. (2004). The influences of perceived constraints on teachers’ problem solving beliefs and practices. In I. Putt, R. Faragher, & M. McLean (Eds.), Mathematics education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 39–46). Sydney: MERGA.

    Google Scholar 

  • Attard, C. (2011). The influence of teachers on student engagement with mathematics during the middle years. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] practices, proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs (pp. 68–74). Adelaide, SA: AAMT & MERGA.

    Google Scholar 

  • Attard, C. (2014). I don’t like it, I don’t love it, but I do it and I don’t mind: Introducing a framework for engagement with mathematics. Curriculum Perspectives, 34(3), 1–14.

    Google Scholar 

  • Australian Academy of Science. (2006). Mathematics and statistics: Critical skills for Australia’s future. Canberra: Author.

    Google Scholar 

  • Barratt, R. (1998). Shaping middle schooling in Australia: A report of the National Middle Schooling Project. Canberra: Australian Curriculum Studies Association.

    Google Scholar 

  • Beswick, K., & Dole, S. (2008). Recollections of mathematics education: Approaching graduation and 5 years later. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions, proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia (pp. 67–76). Brisbane, QLD: MERGA.

    Google Scholar 

  • Brown, G. (2009). Review of education in mathematics, data science and quantitative disciplines. Report to the Group of Eight Universities. Retrieved February, 2015 from http://www.go8.edu.au/__documents/go8-policy-analysis/2010/go8mathsreview.pdf

  • Cumming, J., & Cormack, P. (1996). From alienation to engagement: Opportunities for reform in middle years of schooling. Canberra: Australian Curriculum Studies Association.

    Google Scholar 

  • Fennema, E., & Sherman, J. (1976). Fennema-Sherman Mathematics Attitude Scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Catalog of Selected Documents in Psychology, 6, 31 (MS. No. 1225).

    Google Scholar 

  • Grootenboer, P. (2010). Primary teachers’ affective development in mathematics: Developing positive beliefs, attitudes and feelings about mathematics. Saarbrücken, Germany: Lambert Academic Publishing.

    Google Scholar 

  • Grootenboer, P. J. (2001). How students remember their mathematics teachers. Australian Mathematics Teacher, 57(4), 14–16.

    Google Scholar 

  • Grootenboer, P., Lomas, G., & Ingram, N. (2008). The affective domain and mathematics education. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. T. Seah & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004–2007 (pp. 255–269). Amsterdam: Sense.

    Google Scholar 

  • Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? Keynote presentation at the Building Teacher Quality: The ACER Annual Conference, Melbourne, Australia. Retrieved http://www.decd.sa.gov.au/limestonecoast/files/pages/new%20page/PLC/teachers_make_a_difference.pdfL

  • Hoyles, C. (1992). Mathematics teaching and mathematics teachers: A meta-case study. For the Learning of Mathematics, 12(3), 32–44.

    Google Scholar 

  • Jennison, M., & Beswick, K. (2010). Student attitude, student understanding and mathematics anxiety. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education, proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 280–288). Fremantle, WA: MERGA

    Google Scholar 

  • Keamy, R., Bottrell, C. & Fildes, L. (2003). From good to great schools for innovation and excellence: Beechworth middle years cluster. A Report Prepared for the Beechworth Middle Years Cluster. La Trobe University Institute for Education Albury-Wodonga Campus.

    Google Scholar 

  • Knipe, S., & Johnstone, K. (2007). Problematising middle schooling for middle schools and middle years education. In S. Knipe (Ed.), Middle years of schooling: Reframing adolescence (pp. 3–20). Melbourne: Pearson Education.

    Google Scholar 

  • Larkin, K. & Jorgensen, R. (2015). I hate maths: Why do we need to do maths? Using video diaries to investigate attitudes and emotions towards mathematics in year three and year six students. International Journal of Science and Mathematics Education. doi:10.1007/s10763-015-9621-x

    Google Scholar 

  • Leder, G., & Grootenboer, P. (2005). Affect and mathematics education. Mathematics Education Research Journal, 17(2), 1–8.

    Article  Google Scholar 

  • Luke, A., Elkins, J., Weir, K., Land, R., Carrington, V., Dole, S., Pendergast, D., Kapitzke, C., van Kraayenoord, C., Moni, K., McIntosh, A., Mayer, D., Bahr, M., Hunter, L., Chadbourne, R., Bean, T., Alverman, D. and Stevens, L. (2003). Beyond the middle. A report about literacy and numeracy development of target group students in the middle years of schooling. Commonwealth of Australia.

    Google Scholar 

  • Lomas, G., Grootenboer, P., & Attard. (2012). The affective domain and mathematics education. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees, (Eds.), Research in mathematics education in Australasia 2004–2007 (pp. 255–269). Amsterdam: Sense

    Google Scholar 

  • Ma, X., & Kishnor, D. (1997). Attitude toward self. Social factors, and achievement in mathematics: A meta-analytic review. Journal for Research in Mathematics Education, 28(1), 26–47.

    Article  Google Scholar 

  • McConney, A., & Perry, L. (2010). Socioeconomic status, self–efficacy and mathematics achievement in Australia: A secondary analysis. Educational Research for Policy and Practice, 9(2), 77–91.

    Article  Google Scholar 

  • Norton, S. & Windsor, W. (2008). Students’ attitude towards using materials to learn algebra: A year 7 case study. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions, proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia (pp. 369–376). Brisbane, QLD: MERGA.

    Google Scholar 

  • Reyes, L. H. (1984). Affective variables and mathematics education. Elementary School Journal, 84, 558–581.

    Article  Google Scholar 

  • Richardson, F., & Suinn, R. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 558–581.

    Article  Google Scholar 

  • Schuck, S., & Grootenboer, P. (2004). Affective issues in mathematics education. In B. Perry, C. Diezmann, & G. Anthony (Eds.), Research in mathematics education in Australasia 2000–2003 (pp. 53–74). Flaxton, Australia: Post Pressed.

    Google Scholar 

  • Smyth, J., McInerney, P., & Hattam, R. (2003). Tackling school leaving at its source: A case of reform in the middle years of schooling. British Journal of Sociology of Education, 24(2), 180–210.

    Article  Google Scholar 

  • Statistical Society of Australia. (2005). Statistics at Australian universities: An SSAI-sponsored review. Braddon, ACT: Author.

    Google Scholar 

  • Task Force on Education of Young Adolescence. (1989). Turning points: Preparing American youth for the 21st century. Washington DC: Carnegie Council.

    Google Scholar 

  • Wingfield, A., Eccles, J. S., MacIver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.

    Article  Google Scholar 

  • Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational Studies in Mathematics, 63(2), 113–121.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Griffith University, Gold Coast Campus, QLD, Australia

    Peter Grootenboer

  2. University of the Sunshine Coast, Sunshine Coast, QLD, Australia

    Margaret Marshman

Authors
  1. Peter Grootenboer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Margaret Marshman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Peter Grootenboer .

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Grootenboer, P., Marshman, M. (2016). Introduction. In: Mathematics, Affect and Learning. Springer, Singapore. https://doi.org/10.1007/978-981-287-679-9_1

Download citation

  • DOI: https://doi.org/10.1007/978-981-287-679-9_1

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-287-678-2

  • Online ISBN: 978-981-287-679-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation