Examining contextual influences on students’ emotional relationships with mathematics in the early years

References

• de Abreu, G., & Cline, T. (2005). Parents’ representations of their children’s mathematics learning in multiethnic primary schools. British Educational Research Journal, 31(6), 697–722. doi: 10.1080/01411920500314869
   Web of Science ®Google Scholar
• Berry, R. Q., III, Thunder, K., & McClain, O. L. (2011). Counter narratives: Examining the mathematics and racial identities of black boys who are successful with school mathematics. Journal of African American Males in Education, 2(1), 10–23. Retrieved from http://journalofafricanamericanmales.com/
   Google Scholar
• Black, L. (2007). Analysing cultural models in socio-cultural discourse analysis. International Journal of Educational Research, 46(1–2), 20–30. doi: 10.1016/j.ijer.2007.07.003
   Google Scholar
• Black, L., Mendick, H., Rodd, M., Solomon, Y., & Brown, M. (2009). Pain, pleasure, and power: Selecting and assessing defended subjects. In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 19–30). New York, NY: Routledge.
   Google Scholar
• Boaler, J. (2006). How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory into Practice, 45(1), 40–46. doi: 10.1207/s15430421tip4501_6
   Web of Science ®Google Scholar
• Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Booker, A., & Goldman, S. (2016). Participatory design research as a practice for systemic repair: Doing hand-in-hand math research with families. Cognition and Instruction, 34(3), 222–235. doi: 10.1080/07370008.2016.1179535
   Web of Science ®Google Scholar
• Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3–18. doi: 10.1080/14794800801915814
   Google Scholar
• Civil, M., & Planas, N. (2010). Latino/a immigrant parents’ voices in mathematics education. In E. L. Grigorenko, & R. Takanishi (Eds.), Immigration, diversity and education (pp. 130–150). New York: Routledge.
   Google Scholar
• Civil, M., Planas, N., & Quintos, B. (2005). Immigrant parents’ perspectives on their children’s mathematics education. ZDM, 37(2), 81–89. doi: 10.1007/bf02655717
   Google Scholar
• Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–75). Thousand Oaks, CA: Sage.
   Google Scholar
• Colombetti, G. (2013). The feeling body: Affective science meets the enactive mind. Cambridge, MA: MIT Press.
   Google Scholar
• Di Martino, P., & Zan, R. (2010). “Me and maths”: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27–48. doi:0.1007/s10857-009-9134-z doi: 10.1007/s10857-009-9134-z
   Google Scholar
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
   Google Scholar
• Eaton, P., Oldham, E., & OReilly, M. (2012). Nature and nurture: An analysis of mathematical identity of distinct cohorts of prospective teachers. In I. Žogla & L. Rutka (Eds.), Proceedings of the association for teacher education in Europe 36th annual conference (pp. 29–43). Brussels: ATEE.
   Google Scholar
• Ellsworth, J. Z., & Buss, A. (2000). Autobiographical stories from preservice elementary mathematics and science students: Implications for K-16 teaching. School Science and Mathematics, 100(7), 355–364. doi: 10.1111/j.1949-8594.2000.tb18177.x
   Google Scholar
• Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247–284. doi: 10.1080/10508400902797958
   Web of Science ®Google Scholar
• Evans, J., Morgan, C., & Tsatsaroni, A. (2006). Discursive positioning and emotion in school mathematics practices. Educational Studies in Mathematics, 63(2), 209–226. doi: 10.1007/s10649-006-9029-1
   Google Scholar
• Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. doi: 10.2307/748467
   Google Scholar
• Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. doi: 10.3102/0091732X025001099
   Google Scholar
• Gumbrecht, H. U., Maturana, H. R., & Poerksen, B. (2006). Humberto R. Maturana and Francisco J. Varela on science and the humanities: The Poerksen interviews. The Journal of Aesthetic Education, 40(1), 22–53. doi: 10.1353/jae.2006.0007
   Web of Science ®Google Scholar
• Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25–46. doi: 10.1023/A:1016048823497
   Google Scholar
• Harkness, S. S., D’Ambrosio, B., & Morrone, A. S. (2007). Preservice elementary teachers’ voices describe how their teacher motivated them to do mathematics. Educational Studies in Mathematics, 65(2), 235–254. doi: 10.1007/s10649-006-9045-1
   Google Scholar
• Hauk, S. (2005). Mathematical autobiography among college learners in the United States. Adults Learning Mathematics: International Journal, 1(1), 36–56. Retrieved from http://www.alm-online.net/
   Google Scholar
• Heyd-Metzuyanim, E. (2015). Vicious cycles of identifying and mathematizing: A case study of the development of mathematical failure. Journal of the Learning Sciences, 24(4), 504–549. doi: 10.1080/10508406.2014.999270
   Web of Science ®Google Scholar
• Hobden, S., & Mitchell, C. (2011). Maths and me: Using mathematics autobiographies to gain insight into the breakdown of mathematics learning. Education as Change, 15(1), 33–46. doi: 10.1080/16823206.2011.566572
   Web of Science ®Google Scholar
• Hodgen, J., & Marks, R. (2009). Mathematical “ability” and identity: A sociocultural perspective on assessment and selection. In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 31–42). New York, NY: Routledge.
   Google Scholar
• Josselson, R. (2006). Narrative research and the challenge of accumulating knowledge. Narrative Inquiry, 16(1), 3–10. doi: 10.1075/ni.16.1.03jos
   Web of Science ®Google Scholar
• Kaasila, R. (2007). Mathematical biography and key rhetoric. Educational Studies in Mathematics, 66(3), 373–384. doi: 10.1007/s10649-007-9085-1
   Google Scholar
• Kaasila, R., Hannula, M. S., & Laine, A. (2012). “My personal relationship towards mathematics has necessarily not changed but … ”: Analyzing pre-service teachers’ mathematical identity talk. International Journal of Science and Mathematics Education, 10(4), 975–995. Retrieved from http://link.springer.com/journal/10763 doi: 10.1007/s10763-011-9308-x
   Web of Science ®Google Scholar
• Kieren, T. E., & Sookochoff, S. (1999, April). Braiding of acting and emotioning in mathematical knowing. Paper presented at the annual meeting of the American educational research association. Montreal, Canada.
   Google Scholar
• Lange, T., & Meaney, T. (2011). “I actually started to scream”: Emotional and mathematical trauma from doing school mathematics homework. Educational Studies in Mathematics, 77(1), 35–51. doi: 10.1007/s10649-011-9298-1
   Web of Science ®Google Scholar
• Larkin, K., & Jorgensen, R. (2016). “I hate maths: Why do we need to do maths?”: Using ipad video diaries to investigate attitudes and emotions towards mathematics in year 3 and year 6 students. International Journal of Science and Mathematics Education, 14(5), 925–944. doi: 10.1007/s10763-015-9621-x
   Web of Science ®Google Scholar
• Lee, C., & Johnston-Wilder, S. (2017). The construct of mathematical resilience. In U. Xolocotzin Eligio (Ed.), Understanding emotions in mathematical thinking and learning (pp. 269–295). London: Elsevier Press.
   Google Scholar
• Lerman, S. (1996). Guest editorial for a special issue on socio-cultural approaches to mathematics teaching and learning. Educational Studies in Mathematics, 31(1/2), 1–9. doi: 10.1007/BF00143924
   Google Scholar
• Lewis, G. (2013). Emotion and disaffection with school mathematics. Research in Mathematics Education, 15(1), 70–86. doi: 10.1080/14794802.2012.756636
   Google Scholar
• Maturana, H. R. (1988). Reality: The search for objectivity or the quest for a compelling argument. The Irish Journal of Psychology, 9(1), 25–82. doi: 10.1080/03033910.1988.10557705
   Web of Science ®Google Scholar
• Maturana, H. R., & Varela, F. J. (1992). The tree of knowledge: The biological roots of human understanding. Boston, MA: Shambhala Publications Inc.
   Google Scholar
• McDonough, A., & Sullivan, P. (2014). Seeking insights into young children’s beliefs about mathematics and learning. Educational Studies in Mathematics, 87(3), 279–296. doi: 10.1007/s10649-014-9565-z
   Web of Science ®Google Scholar
• Opt’ Eynde, P., Corte, E. D., & Verschaffel, L. (2006). “Accepting emotional complexity”: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63(2), 193–207. doi: 10.1007/s10649-006-9034-4
   Google Scholar
• Perkkilä, P., & Aarnos, E. (2009). “Me in the land of mathematics”: Children’s drawings and gender issues. IOWME Newsletter, 23(1), 6–11. Retrieved from http://www.mathunion.org/fileadmin/ICMI/files/IOWME/newsletters/newsletter_23_1_june_09.pdf
   Google Scholar
• Plosz, J., Towers, J., & Takeuchi, M. (2015). Students’ images of mathematics explored through drawings. In T. G. Bartell, K. N. Bieda, R.T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the international group for the psychology of mathematics education (p. 590). East Lansing, MI: Michigan State University.
   Google Scholar
• Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. In J. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 5–23). London: Falmer .
   Google Scholar
• Rader, N., & Hughes, E. (2005). The influence of affective state on the performance of a block design task in 6- and 7-year-old children. Cognition & Emotion, 19(1), 143–150. doi: 10.1080/02699930441000049
   Web of Science ®Google Scholar
• Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. doi: 10.1037/h0033456
   Web of Science ®Google Scholar
• Riessman, C. (1993). Narrative analysis. Newbury Park, CA: Sage.
   Google Scholar
• Takeuchi, M. A. (2016). Friendships and group work in linguistically diverse mathematics classrooms: Opportunities to learn for English language learners. Journal of the Learning Sciences, 25(3), 411–437. doi: 10.1080/10508406.2016.1169422
   Web of Science ®Google Scholar
• Takeuchi, M. A. (2018). Power and identity in immigrant parents’ involvement in early years mathematics learning. Educational Studies in Mathematics, 97(1), 39–53. doi: 10.1007/s10649-017-9781-4
   Web of Science ®Google Scholar
• Takeuchi, M. A., Towers, J., & Martin, L.C. (2016a). Images of mathematics learning revealed through students’ experiences of collaboration. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th conference of the international group for the psychology of mathematics education, volume 4 (pp. 267–274). Szeged: Psychology of Mathematics Education (PME).
   Google Scholar
• Takeuchi, M. A., Towers, J., & Martin, L. C. (2016b). What contributes to positive feelings towards mathematics: Examining mathematics autobiographies. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 1119–1122). Tucson, AZ: The University of Arizona.
   Google Scholar
• Takeuchi, M. A., Towers, J., & Plosz, J. (2016). Early years students’ relationships with mathematics. Alberta Journal of Educational Research, 62(2), 168–183. Retrieved from http://www.ajer.ca
   Google Scholar
• Towers, J., Martin, L. C., & Heater, B. (2013). Teaching and learning mathematics in the collective. The Journal of Mathematical Behavior, 32(3), 424–433. doi: 10.1016/j.jmathb.2013.04.005
   Google Scholar
• Towers, J., Takeuchi, M., Hall, J., & Martin, L.C. (2015). Exploring the culture of school mathematics through students’ images of mathematics. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 570–574). East Lansing, MI: Michigan State University.
   Google Scholar
• Towers, J., Takeuchi, M. A., Hall, J., & Martin, L. C. (2017). Students’ emotional experiences learning mathematics in Canadian schools. In U. Xolocotzin (Ed.), Understanding emotions in mathematical thinking and learning (pp. 163–186). Waltham, MA: Elsevier Academic Presss.
   Google Scholar
• Varela, F. J. (1999). Ethical know-how: Action, wisdom and cognition. Stanford, CA: Stanford University Press.
   Google Scholar
• Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
   Google Scholar
• Xolocotzin Eligio, U. (2017a). An overview of the growth and trends of current research on emotions and mathematics. In U. Xolocotzin Eligio (Ed.), Understanding emotions in mathematical thinking and learning (pp. 3–41). London: Elsevier.
   Google Scholar
• Xolocotzin Eligio, U. (2017b). Understanding emotions in mathematical thinking and learning. London: Elsevier.
   Google Scholar