View & Download Full Text
https://journals.sagepub.com/doi/full/10.1177/2096531120928084
Article Information
Article first published online: July 6, 2020
Received: December 20, 2019; Accepted: April 29, 2020
Author
Julia L. Hill, Margaret L. Kern, Wee Tiong Seah, Jan van Driel
The University of Melbourne
Abstract
Purpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly understood, and intersection between students' values and well-being in mathematics education is unclear. This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.
Design/Approach/Methods: One hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical well-being (MWB) and what they valued most when learning or doing mathematics. Responses were analyzed using a combined deductive/inductive thematic analysis.
Findings: Findings supported the MWB framework and confirmed an alignment between students' values and well-being in mathematics education.
Originality/Value: Our study provides a framework for conceptualizing student well-being in mathematics education, points to areas to target to improve student well-being, and highlights congruences and discordances between well-being and values.
Keywords
Mathematical values, mathematical well-being, mathematics education, student voice, theoretical model, valuing