A Case Study on Kindergartener’s Achievement Emotions during Mathematical Learning

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT017 (Saturday)

Abstract

Achievement emotions influence mathematics behavior and learning outcomes. Yet, we know little about the prevalence and intensity of achievement emotions in young children and qualitative methods are underutilized. Here, we conduct a single, intrinsic case study to explore the achievement emotions of a kindergarten student participating in an arithmetic teaching experiment across 14 consecutive instructional sessions. Our analytic approach uses a complex time-series thematic analysis to develop themes describing emotional intensity during mathematic tasks and the problem-solving behaviors that occur within and across instructional sessions. Data collection is complete and sourced from a larger, ongoing database. Based on preliminary observations, we anticipate developing themes around the form and function of frustration in relation to problem-solving strategies.

Authors

• Julia Paige Pfeiffer, University of Virginia

• Laura Kohler, University of Virginia

• Traci Shizu Kutaka, University of Virginia