Using video diaries to record student attitudes and emotions towards mathematics in year three and year six students

Abstract

In this paper we draw on a project in which we have developed a methodology to elicit young students' thinking about mathematics. We briefly describe the method - video diaries - and then discuss students' thinking about their experiences in mathematics in Years 3 and 6. This paper focuses predominantly on the negative comments, as these dominated their elicitations, and as these give significant insights into the experiences and possibilities for mathematical identity formation.