The affective experiences of children during mathematics

Abstract

In this study, a stimulated-recall method was used to examine the affective experiences of children engaged in mathematics seatwork. Self-report data were gathered on specific affects (e.g., frustration) and on the perceived antecedent conditions that preceded the affects (i.e., not being able to complete the assignment). Students' affect was found to be primarily negative and achievement related. The most prevalent single affective response during mathematics was anger. As predicted, certain affects were systematically related to certain antecedent experiences. “Confusion/lack of understanding” was the most widely cited reason students gave for they affect the reported, followed closely by “completion/accuracy” concerns. The overall pattern of results suggests that students are under considerable pressure to “perform” in the math classrooms examined in this study—an approach that we contrast with the more desirable “mastery” orientation toward learning.