Students' Positioning and Emotions in Learning Geometric Definition

Abstract

The purpose of the present paper is to study the positions and emotions of grade 7 students who work with technology to learn geometry. This consideration of students’ emotions is socially based, which makes it necessary to use a socially-based theoretical framework in order to study them. One such theory is the discursive analysis framework suggested by Evans, Morgan, and Tsatsarony, which is utilized in the present paper to analyze the positioning and emotions of fifteen groups of grade seven students who utilized technology to investigate the circle topic. The findings show that the group leaders took their positions through knowledge, action, initiation, persistence and meta-processes, while the followers of directions took their positions by accepting the group leader's requests. What most distinguished the collaborator was the communication with the other members of the group. Furthermore, the insiders used pronouns that indicated their inclusion. The results show that technology nurtured students' positive emotions as a result of nurturing their positioning throughout the investigation of the circle topic.

Student Engagment and Math Teachers Support

“…followed by emotional support. This finding can be consistent with Daher (2020), in which the effective instructional support led to positive impacts on students' emotions.…”

“…Daher (2020) found the results showed the effectiveness of the instructional support using groups work and technology that led to positive impacts on students' emotions and communication abilities in learning geometry. However, he confirmed the importance of teachers' roles on providing learning environment full of activities and interactions among students, which help in maintaining a positive implication toward mathematics (Daher, 2020). In conjunction, teacher is required to be good observer to provide encouragement needed to all students equally to avoid any potentially negative impact.…”

“…He advocated for improved instruction-based classroom learning (Siddiqi, 2018). Daher (2020) found the results showed the effectiveness of the instructional support using groups work and technology that led to positive impacts on students' emotions and communication abilities in learning geometry. However, he confirmed the importance of teachers' roles on providing learning environment full of activities and interactions among students, which help in maintaining a positive implication toward mathematics (Daher, 2020).…”

Using Positioning Theory to Study the Role of Emotions in Engineering Problem Solving: Methodological Issues and Recommendations for Future Research

“…Positioning theory has also been used to study emotions in mathematics education (e.g. Daher, 2020;Evans, Morgan, & Tratsaroni, 2006), but we could find no such studies in engineering education. As such, this paper offers novel methodological and theoretical contributions to the engineering education research literature.…”

Positioning–Emotions Association of Young Students Using Digital Technology

“…Recently, researchers have become interested in exploring the role of digital technology in shaping students' positioning and emotions [25][26][27][28]. Daher et al [25] used qualitative methods to examine the positionings and emotions related to them of a group of three 15-year-old students discussing, while utilizing technology, the definition of terms associated with the topic of "the circle".…”