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Affect and Motivation in Mathematics Education
Sun, April 14, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 100, Room 108ASession Type: Paper Session
Abstract
This set of papers explores various angles to studying motivation and affect in mathematics education. Some authors investigate aspects of teachers’ and students’ math anxiety, while others examine how high school students’ motivational patterns differ according to their math identities. Still others investigate teaching practices that leverage self-determination theory to support Black and Latine adolescents’ motivation in mathematics, and how teachers work with a personalized technology that responds to students’ affect while solving problems. This session will stimulate conversation on the affective dimension of mathematics and how to support motivation and positive mathematics experiences among teachers and students.
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Papers
A Culturally Sensitive Reconceptualization of Self-Determination Theory: An Avenue Toward Racial Equity in Middle-Grades Mathematics - Jingyun Wu, Indiana University; Chino Ekwueme, University of Michigan; Kyle M. Boomhower, Spectrum Health & Wellness; Eunkyoung Elaine Cha, University of Georgia; Tiana C. Victor, Dover High School; Jamaal Matthews, University of Michigan
How Female and Male Teachers' Mathematics Anxiety Relates to Their Interpersonal Behavior in Child-Teacher-Dyads - Madita Frühauf, Freie Universität Berlin; Alice Eagly, Northwestern University; Bettina Hannover, Freie Universität Berlin
Motivational Patterns Between High Schoolers With Dissonant and Resonant Math Identities: A Person-Centered Analysis - Tao Li, Purdue University; Yingying Jiang, Purdue University; Yukiko Maeda, Purdue University
Teachers’ Experiences With MathSpring: A Personalized Technology That Responds to Student Affect During Math Problem-Solving - Natalie Brezack, WestEd; Shuangting Yang, WestEd; Kelly Collins, WestEd; Mingyu Feng, WestEd
Tracing Students Practicing With a Math Learning Program: Does It Mediate the Anxiety-Performance Link? - Anna Hilz, Leibniz Institute for Science and Mathematics Education; Abe Hofman, University of Amsterdam; Brenda Jansen, University of Amsterdam; Karen Aldrup, Leibniz Institute for Science and Mathematics Education