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

Artigo2021

Julia L. Hill; Margaret L. Kern; Wee Tiong Seah; Jan van Driel

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Na última verificação automática (03/10/2026), não respondeu na fonte: página oficial (HTTP 403). O endereço é mantido e volta a ser verificado no próximo ciclo; se o link não abrir, tente mais tarde ou use a página oficial.

Resumo

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.

Dados da obra

Tipo: Artigo
Periódico: ECNU Review of Education
Ano: 2021
Idioma: en
Palavras-chave: Mathematics Education; Well Being; Student Attitudes; Values; Educational Experience; Guidelines; Grade 8; Mathematics; Correlation; Foreign Countries
ISSN: 2096-5311
Acesso: Download disponível
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HILL, Julia L. et al.. Feeling Good and Functioning Well in Mathematics Education: Exploring Students' Conceptions of Mathematical Well-Being and Values. ECNU Review of Education, 2021. Disponível em: http://dx.doi.org/10.1177/2096531120928084. Acesso em: 5 nov. 2026.

APA

Hill, J. L., Kern, M. L., Seah, W. T., & van Driel, J. (2021). Feeling Good and Functioning Well in Mathematics Education: Exploring Students' Conceptions of Mathematical Well-Being and Values. ECNU Review of Education. http://dx.doi.org/10.1177/2096531120928084

BibTeX

@article{hill2021,
  author = {Hill, Julia L. and Kern, Margaret L. and Seah, Wee Tiong and van Driel, Jan},
  title = {Feeling Good and Functioning Well in Mathematics Education: Exploring Students' Conceptions of Mathematical Well-Being and Values},
  year = {2021},
  journal = {ECNU Review of Education},
  url = {http://dx.doi.org/10.1177/2096531120928084},
  language = {en}
}

RIS

TY  - JOUR
AU  - Hill, Julia L.
AU  - Kern, Margaret L.
AU  - Seah, Wee Tiong
AU  - van Driel, Jan
TI  - Feeling Good and Functioning Well in Mathematics Education: Exploring Students' Conceptions of Mathematical Well-Being and Values
PY  - 2021
JO  - ECNU Review of Education
UR  - http://dx.doi.org/10.1177/2096531120928084
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS