Affect and mathematics in young children: an introduction

Abstract

Mathematics-related affect comprises an individual's attitudes, beliefs, emotions and motivations towards mathematics. These affective constructs have been widely studied in mathematics education and cognitive psychology and have been shown to be related to cognitive outcomes such as performance on a range of mathematical tasks. However, it is not yet clear how these constructs develop, or how they relate to cognitive factors in young children who are in the early stages of learning mathematics. As such, the current special issue focuses on mathematics-related affect in primary school children aged 4 to 10 years. It brings together five recent empirical studies and two discussant articles looking at the development of attitudes, beliefs, emotions and motivations towards mathematics, and the relations between affective and cognitive factors in these young age groups. In this introductory paper we provide some brief historical context, followed by a rationale for the special issue, and an overview of its structure and scope.

Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments: A Systematic Review of the Literature

“…Finally, studies investigating the effect of ICT or metacognitive pedagogy on motivational-affective outcomes, such as students' interest or self-esteem in mathematics, were very rare. Given the well-documented longstanding problems with the affective and motivational aspects of mathematics learning, from the elementary school level onwards [69], more research attention to these aspects is needed.…”

Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat

“…kebimbangan terhadap pembelajaran matematik merujuk kepada perhubungan antara psikologi dan tingkah laku seseorang pelajar terhadap pembelajarannya. Hal ini secara tidak langsung akan mengakibatkan pelajar hilang keyakinan diri dan sering lupa semasa menyelesaikan sebarang masalah berkaitan pengiraan matematik (Batchelor, Torbeyns & Verschaffel, 2019). Lebih-lebih lagi, Matematik bukan sahaja dikenali sebagai mata pelajaran yang sukar difahami, malahan pelajar menghadapi kesukaran untuk membuat hubung-kait terhadap hasil pembelajaran bagi mata pelajaran Matematik dalam aktiviti harian (Yahya & Amir, 2018).…”

Editorial

“…-Affect and mathematics in young children (Batchelor, Torbeyns, & Verschaffel, 2019) -Rituals and explorations in mathematical teaching and learning (Heyd-Metzuyanim & Graven, 2019) -Different ways to large scale implementation of innovative teaching approaches (Maass, Cobb, Krainer, & Potari, 2019) Special issues on the following topics are in the pipeline:…”