Mathematical and Statistical Sciences Faculty Publications and Presentations

Document Type

Article

Publication Date

1-23-2022

Abstract

Affect (e.g., beliefs, attitudes, emotions) plays a crucial role in mathematics learning, but reliance on verbal and written responses (from surveys, interviews, etc.) limits students’ expression of their affective states. As a complement to existing methods that rely on verbal reports, we explore how graphing can be used to study affect during mathematical experiences. We analyze three studies that used graphing to represent, stimulate recall, and reflect on affect. In each, students were asked to draw their perception of an affective construct, such as confidence or intensity of emotion, against time. The studies differed in participant populations, target affect, timescales of participant experience, and structural features of the graphs. The affordances of graphing include reduced dependence on verbal data, temporal ordering of participants’ recollections, explicit representation of change over time, and the creation of objects (the graph) for discussion. These studies as examples show that well-structured graphing can productively supplement existing methods for studying affect in mathematics education, as a different medium through which students can communicate their experience.

Comments

Copyright © 2022, This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply

Publication Title

Educ Stud Math

DOI

10.1007/s10649-021-10131-3

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.