The Affective Domain, Mathematics, and Mathematics Education
The affective domain has been of interest to mathematics educators and researchers for many years. However, there has been a lack of clarity about the nature and make-up of the affective domain, and so in this chapter we begin by first discussing a conceptual background and framework of affect in relation to mathematics education. This is a contested space, and so we outline an understanding of mathematical affect as including beliefs, values, attitudes and emotions, and this will underpin the empirical and theoretical work reported in this book. The relationship between affect and mathematics and mathematics education is specifically discussed, to this end the concept of mathematical identity is posited as a way to include affective, cognitive and conative aspects of learning. Finally, all these aspects of learning mathematics are considered in the light of middle schooling and adolescent students.
KeywordsMathematics education Affective domain Beliefs Attitudes Emotions
- 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 Mathematical Sciences Institute (AMSI). (2014). Maths for the future: Keep Australia competitive. Google Scholar
- Bishop, A. J. (2000). Down from the ivory tower—Bringing research into the classroom: What values do you teach when you teach mathematics? Vinculum, 37(2), 24–27.Google Scholar
- Bishop, A. J., FitzSimons, G. E., Seah, W. T., & Clarkson, P. C. (1999). Values in mathematics education. Paper presented at the combined AARE/NZARE conference, Melbourne.Google Scholar
- Buerk, D. (1985). The voices of women making meaning in mathematics. Journal of Education, 167(3), 59–70.Google Scholar
- Cheeseman, J., & Mornane, A. (2014). Primary students’ perceptions of their mathematics learning. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) (pp. 135–142). Sydney: MERGA.Google Scholar
- Clarkson, P. C., & Bishop, A. J. (1999). Values and mathematics education. Paper presented at the conference of the International Commission for the Study and Improvement of Mathematics Education (CIEAEM51), University College, Chichester, UK.Google Scholar
- Clarkson, P. C., FitzSimons, G. E., & Seah, W. T. (1999). Values relevant to mathematics? I’d like to see that! In D. Tynam, N. Scott, K. Stacey, G. Asp, J. Dowsey, H. Hollingsworth & B. McRae (Eds.), Mathematics: Across the ages. Melbourne: Mathematics Association of Victoria.Google Scholar
- Department of Education and Training (n.d.) Literacy and Numeracy Fact sheet. Retrieved http://education.qld.gov.au/literacyandnumeracy/pdf/factsheet-l-n.pdf.
- Dimarakis, N., Bobis, J., Way, J., & Anderson, J. (2014). I just need to believe in myself more: The mathematical self-belief of Year 7 students. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice (Proceedings of the 37 th annual conference of the Mathematics Education Research Group of Australasia) (pp. 183–190). Sydney: MERGA.Google Scholar
- Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitudes towards the learning of mathematics by males and females. Abstracted in the JSAS Catalog of Selected Documents in Psychology, 6(1), 31. (Ms No. 1225)Google Scholar
- FitzSimons, G., Seah, W. T., Bishop, A., & Clarkson, P. C. (2001). Beyond numeracy: Values in the mathematics classroom. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the twenty-fourth annual conference of the Mathematics Education Research Group of Australasia (pp. 202–209). Sydney: MERGA.Google Scholar
- Foucault, M. (1984). The subject and power. In B. Wallis (Ed.), Art after postmodernism (pp. 229–252). Chicago, IL: The University of Chicago Press.Google Scholar
- Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterization of beliefs. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39–57). Dordrecht: Kluwer.Google Scholar
- Furner, J. M. (2000). The effects of a math curriculum course on the beliefs of preservice teachers regarding the National Council of Teachers of Mathematics’ standards. Issues in the Undergraduate Preparation of School Teachers, 2. Retrieved September 4, 2011 from the World Wide Web: http://www.k-12prep.math.ttu.edu/journal/pedagogy/volume.shtml.
- Goodykoontz, E. (2008). Factors that affect college students’ attitude towards mathematics. http://books.google.com.au/books?id=hUxXCBmVYlQC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false.
- Green, T. (1971). The activities of teaching. New York: McGraw-Hill.Google Scholar
- Grootenboer, P. J. (2003). Preservice primary teachers’ affective development in mathematics. Unpublished doctoral dissertation, University of Waikato, NZ.Google Scholar
- Grootenboer, P. J. (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., Smith, T., & Lowrie, T. (2006). Researching identity in mathematics education: The lay of the land. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th annual conference of Mathematics Education Research Group of Australasia (Vol. 2, pp. 612–615). Canberra, Australia: MERGA.Google Scholar
- Hannula, M. (2006). Affect in mathematical thinking and learning. In J. Maaβ & W. Schlöeglmann (Eds.), New mathematics education research and practice. Sense: Rotterdam.Google Scholar
- Hannula, M., Bofah, E., Tuohilampi, L., & Mestämuuronen, J. (2014). A longitudinal analysis of the relationship between mathematics-related affect and achievement in Finland. In S. Oesterle, P. Liljedahl, P. Nicol, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 3, pp. 249–256). Vancouver, Canada: PME.Google Scholar
- Harkness, S., D’ambrosio, B., & Morrone, A. (2007). Preservice elementary teachers’ voices describe how their teacher motivated them to do mathematics. Educational Studies in Mathematics, 65(2), 235.Google Scholar
- Hersh, R. (1985). Some proposals for reviewing the philosophy of mathematics. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics. Birkhäuser: Boston, MA.Google Scholar
- Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
- Hubbard, B. (2001). Picking up pebbles on the beach. New Zealand Education Review 10.Google Scholar
- Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructor in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583–586.Google Scholar
- Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and the implications for motivation. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 247–269). Dordrecht: Kluwer.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.
- Leder, G., & Grootenboer, P. (2005). Affect and mathematics education. Mathematics Education Research Journal, 17(2), 1–8.Google Scholar
- McDonough, A., & Sullivan, P. (2014). Seeking insights into young children’s beliefs about mathematics and learning. Educational Studies in Mathematics, doi: 10.1007/s16049-014-9565-z.
- McGregor, D. (2014). Does inquiry-based learning affect students’ beliefs and attitudes toward mathematics. In J. Anderson, M. Cavanagh & A. Prescott (Eds.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) pp. 453–460. Sydney: MERGAGoogle Scholar
- McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). New York: Macmillan.Google Scholar
- Mosvold, R., & Fauskanger, J. (2014). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2–3), 43–61.Google Scholar
- Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1). USA: National Council of Teachers of Mathematics.Google Scholar
- Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.) (pp. 102–119). New York: Association of Teacher Educators.Google Scholar
- Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organisational change. San Francisco, CA: Jossey-Bass.Google Scholar
- Rokeach, M. (1973). The nature of human values. New York, NY: The Free Press.Google Scholar
- Seah, W. T., & Barkatsas, T. (2014). What Australian primary school students value in mathematics learning: A WIFI Preliminary Study. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) (pp. 565–572). Sydney: MERGA.Google Scholar
- Tillema, H. H. (2000). Belief change towards self-directed learning in student-teachers: Immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575–591.Google Scholar
- Wesson, C. J., & Derrer-Rendall, N. M. (2011). Self-beliefs and student goal achievement. Psychology Teaching Review, 17(1), 3–12.Google Scholar
- Yee, L. S. (2010). Mathematics attitudes and achievement of junior college students in Singapore. 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, Fremantle (pp. 681–688). Fremantle, WA: MERGA.Google Scholar
- Young-Loveridge, J., Taylor, M., Sharma, S., & Hawera, N. (2006). Students’ perspectives on the nature of mathematics. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th annual conference of Mathematics Education Research Group of Australasia (Vol. 2, pp. 583–590). Canberra, Australia: MERGA.Google Scholar