Mathematics Education and the Affective Domain

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Author(s)
Attard, Catherine
Ingram, Naomi
Forgasz, Helen
Leder, Gilah
Grootenboer, Peter
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K. Makar, S. Dole, J. Visnovska, M. Goos et al
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2016
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Abstract

This is the fourth chapter on affective issues to appear in the Mathematics Education Research Group of Australasia (MERGA) reviews of research in mathematics education. In our review of topics and findings of studies that have been published in Australasia during the period 2012–2015, some themes and issues have been identified that appear noteworthy. Past reviews on affect and mathematics have noted a limited amount of theorising, with many studies providing description of teacher and student perceptions of affective issues. This does not appear to have changed significantly in this period, however it does appear that the foci of affective research within specific topics is beginning to broaden, with a shift in attention on student engagement and attitudes towards mathematics. It is noted that although research has increased in the area of engagement, there have been no substantive explorations of any links between engagement and academic achievement.

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Research in Mathematics Education in Australasia 2012-2015
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Mathematics and Numeracy Curriculum and Pedagogy
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