This case study explores how changes in mathematics pedagogy affect a teacher’s mathematical affect affiliations, and the mathematical learning and attitudes of her students. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee. Measures included teacher interviews, child surveys, and video recordings of 13 mathematics lessons. This study uses an Affective Instructional Design (AID) to support the teacher changing mathematical pedagogy. AID is an adaptation of Kort et al.’s, (2001) Emotion-Learning Model, which suggests there is a relationship between affect and learning. Findings suggest changes in pedagogical practices can influence teacher and learner affect affiliations, children’s learning and attitudes in mathematics.
|Publication status||Unpublished - 2017|
|Event||British Society for Research into Learning Mathematics (BSRLM) - Liverpool Hope University, Liverpool, United Kingdom|
Duration: 11 Nov 2017 → 11 Nov 2017
http://www.bsrlm.org.uk/previous-conferences/ (Link to conference information)
|Conference||British Society for Research into Learning Mathematics (BSRLM)|
|Abbreviated title||BSRLM 2017|
|Period||11/11/17 → 11/11/17|