Student Values and Wellbeing in Mathematics Education: Perspectives of Chinese Primary Students

Autor/inn/en	Hill, Julia L.; Seah, Wee Tiong
Titel	Student Values and Wellbeing in Mathematics Education: Perspectives of Chinese Primary Students
Quelle	In: ZDM: Mathematics Education, 55 (2023) 2, S.385-398 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Julia L.) ORCID (Seah, Wee Tiong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01418-7
Schlagwörter	Foreign Countries; Elementary School Students; Mathematics Education; Values; Grade 3; Well Being; Learning Experience; Student Attitudes; China; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Wertbegriff; School year 03; 3. Schuljahr; Schuljahr 03; Well-being; Wellness; Wohlbefinden; Lernerfahrung; Schülerverhalten; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01