Diverse Students' Mathematical Wellbeing

Artigo2024

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Resumo

Supporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general wellbeing rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, and disengagement in mathematics education, we argue for a more contextualised wellbeing approach. We define 'mathematical wellbeing' (MWB) as the fulfilment of values whilst learning mathematics accompanied by positive feelings (e.g., enjoyment) and functioning (e.g., engagement) in the discipline. We report on 3073 New Zealand Year Three to Eight students' responses to a survey measuring their fulfilment of seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, positive emotions, and relationships. Students' MWB was highest for relationships and perseverance and lowest for engagement and positive emotions; MWB declined from Years Three to Eight; females often rated higher MWB than males; school sociodemographic status was mostly not significant, whilst engagement and positive emotions differed across ethnicities. Research implications include understanding target areas to improve diverse students' experiences and wellbeing in mathematics education.

Dados da obra

Tipo: Artigo
Periódico: New Zealand Journal of Educational Studies
Ano: 2024
Idioma: en
Palavras-chave: Well Being; Mathematics Anxiety; Student Attitudes; Psychological Patterns; Mathematics Education; Student Diversity; Learner Engagement; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Values; Interpersonal Relationship; Academic Persistence; Gender Differences; Socioeconomic Status; Emotional Response; Racial Differences; Ethnicity; Foreign Countries
ISSN: 0028-8276
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HILL, Julia L.; HUNTER, Jodie. Diverse Students' Mathematical Wellbeing. New Zealand Journal of Educational Studies, 2024. Disponível em: http://dx.doi.org/10.1007/s40841-024-00318-6. Acesso em: 5 nov. 2026.

APA

Hill, J. L., & Hunter, J. (2024). Diverse Students' Mathematical Wellbeing. New Zealand Journal of Educational Studies. http://dx.doi.org/10.1007/s40841-024-00318-6

BibTeX

@article{hill2024,
  author = {Hill, Julia L. and Hunter, Jodie},
  title = {Diverse Students' Mathematical Wellbeing},
  year = {2024},
  journal = {New Zealand Journal of Educational Studies},
  url = {http://dx.doi.org/10.1007/s40841-024-00318-6},
  language = {en}
}

RIS

TY  - JOUR
AU  - Hill, Julia L.
AU  - Hunter, Jodie
TI  - Diverse Students' Mathematical Wellbeing
PY  - 2024
JO  - New Zealand Journal of Educational Studies
UR  - http://dx.doi.org/10.1007/s40841-024-00318-6
LA  - en
ER  -

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