Emotional atmosphere in third-graders’ mathematics classroom – an analysis of pupils’ drawings
Anu Laine, Liisa Näveri, Maija Ahtee, Markku S. Hannula and Erkki Pehkonen
The aim of this study is to find out what kind of emotional atmosphere dominates in third-graders’ mathematics lessons. The analysis is based on pupils’ drawings. In total 133 drawings were analyzed by looking for content categories related to a holistic evaluation of emotional atmosphere during mathematics lesson. As a summary we can conclude that the emotional atmospheres in the mathematics lessons are mainly positive even though the differences between the classes are large. Furthermore, it can be said that asking pupils to do drawings is a good and many-sided method to collect data about the emotional atmosphere of a class.
Anu Laine is adjunct professor in mathematics education and she is working as university lecturer at the Department of Teacher Education at the University of Helsinki in Finland. Her research interests include affects, communication and problem solving in mathematics education.
Liisa Näveri is Ph.D. and working as a researcher at the Department of Teacher Education at the University of Helsinki in Finland. Her research interests include learning and problem solving in mathematics education.
Maija Ahtee is professor emerita in mathematics and science education at the University of Jyväskylä, Finland. Her research interests have been more in science education.
Markku S. Hannula
Markku S. Hannula is professor in mathematics education at the Department of Teacher Education at the University of Helsinki in Finland. His research interests include motivation, beliefs, emotions, problem solving, and gender in mathematics education.
Erkki Pehkonen is a full professor (emeritus) in the field of mathematics and informatics education in the Department of Teacher Education at the University of Helsinki in Finland. He is interested in problem solving with a focus on motivating middle grade pupils, as well as in understanding pupils’ and teachers’ beliefs and conceptions about mathematics teaching.