‘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

Kevin Larkin, Robyn JORGENSEN

Research output: Contribution to journalArticle

25 Citations (Scopus)
8 Downloads (Pure)

Abstract

Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling
Original languageEnglish
Pages (from-to)925-944
Number of pages20
JournalInternational Journal of Science and Mathematics Education
Volume14
Issue number5
DOIs
Publication statusPublished - 2016

Fingerprint

hate
emotion
video
mathematics
student
Proposition
primary school
Emotion
trend

Cite this

@article{d15d8c96706f4f3e8434cfb434c18bd0,
title = "‘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",
abstract = "Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling",
keywords = "Mathematics education, primary school mathematics, attitudes, Primary school mathematics, iPads, Video diaries, Attitudes, Anxiety",
author = "Kevin Larkin and Robyn JORGENSEN",
year = "2016",
doi = "10.1007/s10763-015-9621-x",
language = "English",
volume = "14",
pages = "925--944",
journal = "International Journal of Science and Mathematics Education",
issn = "1571-0068",
publisher = "Springer",
number = "5",

}

TY - JOUR

T1 - ‘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

AU - Larkin, Kevin

AU - JORGENSEN, Robyn

PY - 2016

Y1 - 2016

N2 - Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling

AB - Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling

KW - Mathematics education

KW - primary school mathematics

KW - attitudes

KW - Primary school mathematics

KW - iPads

KW - Video diaries

KW - Attitudes

KW - Anxiety

UR - http://www.scopus.com/inward/record.url?scp=84921983271&partnerID=8YFLogxK

U2 - 10.1007/s10763-015-9621-x

DO - 10.1007/s10763-015-9621-x

M3 - Article

VL - 14

SP - 925

EP - 944

JO - International Journal of Science and Mathematics Education

JF - International Journal of Science and Mathematics Education

SN - 1571-0068

IS - 5

ER -