Emotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students' emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on "Emotions and Motivation in Mathematics Education and Educational Psychology." Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion. 

/pdf/emotions-and-motivation-in-mathematics-education-where-we-1kpsiqwl.pdf

Emotions and motivation in mathematics education: Where we are today and where we need to go

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 alig...

https://journals.sagepub.com/doi/pdf/10.1177/2096531120928084

Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values:

Purpose:This article investigates the mathematics educational values of Pāsifika students in New Zealand. It draws on student voice to examine Pāsifika students’ understanding of mathematics educat...

https://journals.sagepub.com/doi/pdf/10.1177/2096531120931106

An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values:

Challenges and constraints in reseaching values

Purpose:Research has confirmed that students’ mathematics values significantly affect their mathematics learning. Accordingly, understanding how students’ values form and change, especially during ...

https://journals.sagepub.com/doi/pdf/10.1177/2096531120930240

The Mathematics Learning Attributes Valued by Students in Eastern China

Achieving equity for all mathematical learners is an urgent challenge for educators. Within New Zealand, Pāsifika students are at a much greater risk of underachievement than students from other ethnic groups (Caygill et al. in TIMSS 2015: New Zealand Year 5 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016a; Caygill et al. in TIMSS 2015: New Zealand Year 9 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016b). In this chapter, we examine and explore the mathematics educational values of middle school Pāsifika students in New Zealand based on their significance in contributing to more effective and equitable mathematics learning. Drawing on survey responses and individual interviews with 131 Year Seven and Eight Pāsifika students, we highlight the most frequently espoused mathematics educational values as utility, peer collaboration/group-work, effort/practice, and family/familial support. Results from this study provide insight into what is valued by Pāsifika students and the types of classroom culture and pedagogy which could be developed to align with these students’ values. The wider implications of the study address the need for educators to examine the mathematics educational values of minority students in order to provide equitable mathematics classrooms.

/pdf/what-do-pasifika-students-in-new-zealand-value-most-for-1uovdcnar3.pdf

What do Pāsifika students in New Zealand value most for their mathematics learning

In recent years, there has been increasing interest in examining values in relation to mathematics education research. Our exploratory study examines the mathematics education values of culturally diverse middle school students in New Zealand. We investigated how student values differed across demographic variables including school, ethnicity, gender and grades. Students completed an online survey to indicate the importance of 14 different mathematics education values. The overall mean ratings for each of the 14 values determined the relative value importance across the sample. One-way ANOVA assessed demographic group differences. Findings showed that respect was rated as the most important value across all student groups. Students from Pacific nations placed significantly greater importance on accuracy, communication, family and recall compared to the other ethnicities. Female students emphasized family, practice, respect, risk-taking and utility more than males. We argue that to provide equitable mathematics classrooms that support wellbeing, we need to recognize what diverse student groups value and then transform pedagogy to align with and build from students’ values. This article provides a contribution by offering a way of understanding and highlighting similarities and differences in student values which impact on students’ learning experiences and wellbeing. 

Examining the mathematics education values of diverse groups of students

While tertiary music programs traditionally focus on developing musicians’ craft, there is an increasing emphasis on the need to develop students’ ability to use their craft in socially engaged ways. This has led to an increase in community music, mobility programs, and performance outreach opportunities being embedded into tertiary music programs. There is also, however, potential for students to develop their craft more explicitly in service of social change through activist-musicianship, but little academic exploration into how this might be embedded into tertiary music programs. This article, through interviews and focus groups, investigates tertiary music students’ perspectives on music’s role in activism, their social values and aspirations, and perceived opportunities and challenges for musicians and tertiary music institutions. Music activism was seen to be possible through focusing on the musician as embodying the message or the music communicating the message, with repertoire choice and the degree of explicit messaging deemed important considerations regarding potential impact. Students highlighted a desire to plant seeds for change, to encourage audience members to become aware of and question unconscious biases and values, and to spark ongoing conversations. Within their programs, students expressed a desire for more autonomy in repertoire selection, for training on the inclusion of extra-musical features to support messaging, and for strong integration and alignment of academic and performance courses that could provide opportunities to practice activist-musicianship as part of their programs. Further to this, there are a range of ethical considerations educators need to be mindful of, which are outlined throughout this article. Insights shared highlight a need for further understanding of the activist-musician and how associated skill sets and opportunities might be embedded within existing tertiary music programs.

Tertiary music students’ perspectives on activist-musicianship: Approaches, challenges, and perceived role of higher music education

Abstract Around the world the prevalence of mathematics anxiety and disengagement point to a poor sense of student ‘mathematical wellbeing’. Mathematical wellbeing is defined here as the fulfilment of one’s ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Yet student wellbeing and how to support it in specific school subjects including mathematics is vastly under-researched. Also, despite outperforming other countries in international mathematics assessments, East Asian students generally appear to experience poor affect and high academic burden in mathematics education, which are indicative of poor mathematical wellbeing. In this context, this explorative and descriptive study investigates the values that are associated with the mathematical wellbeing of a cohort of Chinese primary school students. 258 Grade three students in Chengdu, China responded to a questionnaire which explored teacher-nominated mathematics learning moments that students valued most for their mathematical wellbeing. Findings pointed to students valuing all the learning moments to some extent, with good grades, fun and interest, mathematics-themed videos, and teacher praise rated most commonly for wellbeing. The values underlying these learning moments are similar to the seven mathematical wellbeing dimensions found in Australian classrooms. The findings also highlight the cultural subjectivities involved, in which the same classroom actions can reflect different underlying values across cultures, and in which a particular value can be espoused in different ways in different places. We also look ahead to suggest how teachers might support students’ mathematical wellbeing, by recognising and then fulfilling their students’ values in the mathematics classroom. 

/pdf/student-values-and-wellbeing-in-mathematics-education-31f3ogxp.pdf

Student values and wellbeing in mathematics education: perspectives of Chinese primary students

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Julia Hill

Author Tools

Chat about Author

Papers

What do Pāsifika students in New Zealand value most for their mathematics learning

Examining the mathematics education values of diverse groups of students

Tertiary music students’ perspectives on activist-musicianship: Approaches, challenges, and perceived role of higher music education

Student values and wellbeing in mathematics education: perspectives of Chinese primary students