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Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values - Julia L. Hill, Margaret L. Kern, Wee Tiong Seah (佘伟忠), Jan van Driel, 2021 (sagepub.com)
Article Information
Article first published online: July 6, 2020; Issue published: June 1, 2021
Received: December 20, 2019; Accepted: April 29, 2020
Author
Julia L. Hill
Melbourne Graduate School of Education, The University of Melbourne
Margaret L. Kern
Melbourne Graduate School of Education, The University of Melbourne
Wee Tiong Seah (佘伟忠)
Melbourne Graduate School of Education, The University of Melbourne
Jan van Driel
Melbourne Graduate School of Education, 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 that aim 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