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Preservice teachers’ mean judgments of students’ enjoyment, boredom, and interest while solving tasks with and without a connection to reality. Error bars represent standard errors
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Students’ emotions (e.g., enjoyment, boredom) while doing math and their situational interest in mathematics are important for their learning of mathematics, but examinations of teachers’ judgments of students’ emotions and interest while solving tasks are rare. Moreover, we do not know much about the predictors of teachers’ judgments of students’...
Citations
... Recent studies on teacher assessment of students' emotions (Kanefke & Schukajlow, 2023) indicate that pre-service teachers establish differences based on the situational interest and type of mathematics tasks. They also highlight that, when faced with the same problem, the judgments made by pre-service teachers regarding students' emotions can be different from the emotions that they actually feel when solving it. ...
... This research question seeks to contribute to the understanding of PMTs regarding epistemic emotions (Kanefke & Schukajlow, 2023), as well as the knowledge that PMTs should develop regarding epistemic emotions for the practice of mathematics teaching. Therefore, it is necessary to pay attention to the cognitive and epistemic aspects of mathematics knowledge (Gómez-Chacón, 2017;Schubert et al., 2023) and to the importance of personal MWS on the establishment of suitable MWS. ...
... The results obtained are in line with those from previous studies regarding the distance in the emotions that PMTs analyze in themselves and those that they expect from their students (Kanefke & Schukajlow, 2023). The PMTs valued enjoyment, interest, boredom with the situation and considered it important to avoid frustration in the development of high school students. ...
Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.
... Previous studies related to the impact of affectivity on mathematical performance show that it is relevant to ask whether students' interest towards a given mathematical activity depends on the characteristics of the activity and whether or not performance depends on interest (Carmichael et al., 2009;Kanefke & Schukajlow, 2023;Krawitz & Schukajlow, 2018;Krug & Schukajlow, 2013;Rellensmann & Schukajlow, 2017). Rellensmann and Schukajlow (2017) presented a research study to find out how the degree of connection with the reality of mathematical problems influences the level of students' interest in solving them. ...
... However, subsequent empirical studies based on the comparison between intramathematical, word and modelling problems indicate that there are no differences in task-specific interest regarding intramathematical problems and word problems, and that task-specific interest in modelling problems was lower (Krug & Schukajlow 2013;Schukajlow et al. 2012). The study carried out by Kanefke and Schukajlow (2023) analyses, on the one hand, prospective teachers' own interest in a task in terms of the connection between context and reality and, on the other hand, the interest that prospective teachers judge their potential students may have in terms of the characteristics of the task. The study shows that, although the characteristics of the task influence the judgements made by prospective teachers, there are differences between their own interest in the task and the interest they judge their students to have. ...
... For pre-service teachers, since we are studying their own interest -this is the main difference from the original study by Rellensmann and Schukajlow (2017) -, we expect that the results about interest will be similar to those of the students. Indeed, as the results of Kanefke and Schukajlow's (2023) work indicate, there are differences between pre-service teachers' judgments of students' task-specific interest and preservice teachers' judgments of their own task-specific enjoyment, boredom, and interest. Since we ask prospective teachers here about their own interest, we hypothesise that their behaviour will be similar to that of students. ...
Several studies confirm the importance of the role of students’ interest in learning mathematics. This article describes the process of conceptual replication of Rellensmann and Schukajlow’s (2017) research on how the connection to the reality of a mathematical problem affects the interest in solving it. Our study distinguishes between intramathematical problems, word problems and modelling problems. It was implemented with 80 Spanish ninth-grade students and 80 pre-service teachers. The results show that Spanish students are more interested in intramathematical problems and less interested in modelling problems, while pre-service teachers are more interested in problems connected to reality, especially word problems. We also provide data regarding the performance of students and prospective teachers, which is higher in word problems. In addition, we find that there are significant relationships between performance and task-specific interest. These results complement the original study, as they allow us to contrast whether there are differences with German students and to explain the German pre-service teachers’ judgements of students’ interest in problems with and without a connection to reality.
The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507636 .
Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries.
