A Comparative Study of Finland and Chile: the Culture-Dependent Significance of the Individual and Interindividual Levels of the Mathematics-Related Affect

Abstract

Mathematics-related affect is established regarding both individual and interindividual levels. However, the interaction between the levels has not been elaborated. Furthermore, it is known that people may draw either from intrinsic or extrinsic experiences to construct their identities depending on their cultural environment. Thus, affective individual and interindividual levels seem to interact with culture. In this study we focus on the significance of and the interaction between the individual and the interindividual levels of affect. This is done with respect to 2 different types of countries (Finland and Chile) to include cultural effect. We use questionnaire-based data and pupils' drawings of their mathematics class to find out about their individual and interindividual experiences. By using mixed data, we are not only getting a wider picture of pupils' affect but we can also avoid the most typical errors made in the cross-cultural comparisons as the pupils' own voice is strengthened. The main finding in the study is that the 2 affective levels are not congruent and that the incongruence appears differently in different types of cultures

Drawing out emotions in primary grade geometry: An analysis of participant-produced drawings of Grade 3–6 students

“…These limitations suggest a possible next step in research, namely to conduct a study with a larger data sample in a wider variety of settings (e.g., federal states or countries) and using alternative sampling strategies (e.g., maximum variation sampling, probability sampling), so that a researcher could create a more thorough description of the perceptions students have of the emotional classroom climate in geometry lessons, which can then be generalizable to a population. In addition, drawings from entire classrooms across different grades and schools may provide a more holistic insight into the collective emotional climate in primary grade geometry lessons as was done in the work by Laine et al (2013Laine et al ( , 2015Laine et al ( , 2020 and Tuohilampi et al (2016). This would, in addition, allow for comparisons between different grades and schools.…”

“…Although numerous studies researching emotions employed methods such as interviews, observations, and questionnaires (e.g., Reindl & Hascher, 2013;Schmude, 2005), in the last decade, there has been an increase in studies on emotions and emotional classroom climate using visual research methods, such as drawings (e.g., Dahlgren Johansson & Sumpter, 2010;Glasnović Gracin & Kuzle, 2018;Laine et al, 2013Laine et al, , 2015Laine et al, , 2020Tuohilampi et al, 2016). These studies have shown that children's drawings have great potential to provide a thorough insight into different aspects of classroom climate in school mathematics.…”

“…In mathematics education, the topic of emotions already has its field of research (e.g., Dahlgren Johansson & Sumpter, 2010;Laine et al, 2013Laine et al, , 2015Reindl & Hascher, 2013;Tuohilampi et al, 2016;vom Hofe et al, 2002). For example, in the PALMA study ("Project for the Analysis of Learning and Achievement in Mathematics"), it has been confirmed that emotions have a strong influence on the mathematical competence growth of Grade 5-10 students (vom Hofe et al, 2002).…”

Pare a Aula E Faça Exercícios! Pausas Fisicamente Ativas Melhoram O Desempenho Em Leitura E Matemática De Crianças Escolares

“…INTRODUÇÃO Leitura e matemática são eixos centrais do currículo escolar e o papel destas habilidades nas sociedades tecnológicas modernas é fundamental (Beck et al, 2016). Nas últimas décadas, as preocupações com o declínio do interesse pelo estudo da matemática e a baixa compreensão em leitura das crianças foram expressas em diferentes medidas padronizadas de avaliação educacional (Kennedy;Lyons;Quinn, 2014;Tuohilampi et al 2014).…”