Flourishing as an aim of mathematics education
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
What is the aim of mathematics education? Current aims of mathematics education often lack the multidimensionality needed to account for a successful experience in mathematics. In this short paper, we argue for a multidimensional aim of mathematics education via the construct of flourishing. Flourishing is derived from the notion of eudaimonia, which broadly refers to achieving the “highest good,” or living a well-lived life. Building on prior research, we operationalize flourishing as an aggregate of several positive affective, behavioral, cognitive, and social traits, all of which contribute to students’ propensities to achieve the “highest good” in mathematics. In particular, we propose five traits which contribute to students’ propensities to achieve the “highest good” (i.e., flourish) in mathematics: (1) positive emotions toward mathematics; (2) engagement in mathematics; (3) community in mathematics; (4) meaning in mathematics; (5) perceived competence in mathematics. Thus, we argue that one productive aim of mathematics education is to support students in fulfilling each of these traits, which ultimately leads to flourishing in mathematics. To supplement our theoretical stance, we offer suggestions for measuring flourishing as an aim. We close this short paper by describing the implications that such an aim might suggest for pedagogy, policy, and research.
Abstract
What is the aim of mathematics education? Current aims of mathematics education often lack the multidimensionality needed to account for a successful experience in mathematics. In this short paper, we argue for a multidimensional aim of mathematics education via the construct of flourishing. Flourishing is derived from the notion of eudaimonia, which broadly refers to achieving the “highest good,” or living a well-lived life. Building on prior research, we operationalize flourishing as an aggregate of several positive affective, behavioral, cognitive, and social traits, all of which contribute to students’ propensities to achieve the “highest good” in mathematics. In particular, we propose five traits which contribute to students’ propensities to achieve the “highest good” (i.e., flourish) in mathematics: (1) positive emotions toward mathematics; (2) engagement in mathematics; (3) community in mathematics; (4) meaning in mathematics; (5) perceived competence in mathematics. Thus, we argue that one productive aim of mathematics education is to support students in fulfilling each of these traits, which ultimately leads to flourishing in mathematics. To supplement our theoretical stance, we offer suggestions for measuring flourishing as an aim. We close this short paper by describing the implications that such an aim might suggest for pedagogy, policy, and research.
참고문헌 (46)
- Apple, M. W., "Do the standards go far enough? Power, policy, and practice in mathematics education", Journal for Research in Mathematics Education, 23(5), pp.412~431 (1992)[DOI]
- Battista, M. T., "Teacher beliefs and the reform movement in mathematics education", Phi Delta Kappan, 75(6), pp.462~470 (1994)
- Bieleke, M., "Measuring emotions in mathematics : The Achievement Emotions Questionnaire-Mathematics(AEQ-M)", ZDM–Mathematics Education, 55(2), pp.269~284 (2023)[DOI]
- Boaler, J., "Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching", pp.2016, Jossey-Bass
- Butler, J., "The PERMA-Profiler : A brief multidimensional measure of flourishing", International Journal of Wellbeing, 6(3), pp.1~48 (2016)[DOI]
- Campbell, T. G., "Explicit instruction or poor realizations of dialogic instruction: Which is better?", For the Learning of Mathematics, 42(1), pp.12~14 (2022)
- Campbell, T. G., "Psychometric evaluation of the mathematical well-being scale for children aged 9-14", ~
- Clark, R., "Putting students on the path to learning : The case for fully guided instruction", American Educator, 36(1), pp.6~11 (2012)
- Clarkson, P., "International research handbook on values education and student wellbeing", pp.111~135 (2010), Springer
- Czíkszentmihályi, M., "Flow: The psychology of optimal experience" (1990), Harper- Perennial
- D’Ambrosio, U., "New trends in mathematics teaching (Vol. IV)", pp.180~198 (1979), UNESCO
- De Ruyter, D., "A research brief by international science and evidence based education assessment" (2020), UNESCO MGIEP
- Department for Education, "The importance of teaching: The schools White Paper" (2010)
- Diener, E., "New well-being measures : Short scales to assess flourishing and positive and negative feelings", Social Indicators Research, 97(2), pp.143~156 (2010)[DOI]
- Dohyoung, R., "Attitudes toward mathematics and mathematics self-efficacy on a learning community model : A case study", Research in Mathematical Education, 13(2), pp.109~122 (2009)
- "Eudaimonia" (2023)[URL]
- Dweck, C. S., "Mindset: The new psychology of success" (2006), Ballantine Books
- Ernest, P., "Empowerment in mathematics education", Philosophy of Mathematics Education Journal, 15(1), pp.1~16 (2002)
- Frenzel, A. C., "Achievement emotions in Germany and China : A cross-cultural validation of the Academic Emotions Questionnaire—Mathematics", Journal of Cross-Cultural Psychology, 38(3), pp.302~309 (2007)[DOI]
- Furinghetti, F., "Third international handbook of mathematics education", pp.273~302 (2012), Springer
- Gleason, J., "Mathematics classroom observation protocol for practices(MCOP2) : A validation study", Investigations in Mathematics Learning, 9(3), pp.111~129 (2017)[DOI]
- Goodman, F. R., "Measuring well-being : A comparison of subjective well-being and PERMA", The Journal of Positive Psychology, 13(4), pp.321~332 (2018)[DOI]
- Greensfeld, H., "The centrality of positive emotions in the field of mathematics", Athens Journal of Education, 3(4), pp.345~364 (2016)[DOI]
- Hill, J. L., "Feeling good and functioning well in mathematics education : Exploring students’ conceptions of mathematical well-being and values", ECNU Review of Education, 4(2), pp.349~375 (2021)[DOI]
- Hill, J. L., "Diverse students’ mathematical wellbeing", New Zealand Journal of Educational Studies (2024), Advanced Online Publication[DOI]
- Kim, J., "Mathematics classrooms that students love, grade 1: Numbers and operations" (2023), Kyoyookbook
- Kun, Á., "Development of the work-related well-being questionnaire based on Seligman’s PERMA model", Periodica Polytechnica Social and Management Sciences, 25(1), pp.56~63 (2017)[DOI]
- Ladson-Billings, G., "It doesn’t add up : African American students’ mathematics achievement", Journal for Research in Mathematics Education, 28(6), pp.697~708 (1997)[DOI]
- Liu, R. D., "Teacher support and math engagement : Roles of academic self-efficacy and positive emotions", Educational Psychology, 38(1), pp.3~16 (2018)[DOI]
- Macnab, D., "Raising standards in mathematics education : Values, vision, and TIMSS", Educational Studies in Mathematics, 42, pp.61~80 (2000)[DOI]
- Marsh, H. W., "Self-description questionnaire: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and a research monograph" (1988), The Psychological Corporation
- McLeod, D. B., "Affect and mathematical problem solving: A new perspective", pp.245~258 (1989), Springer
- Middleton, J., "Compendium for research in mathematics education", pp.667~699 (2017), National Council of Teachers of Mathematics
- Munter, C., "Dialogic and direct instruction : Two distinct models of mathematics instruction and the debate(s)surrounding them", Teachers College Record, 117(11), pp.1~32 (2015)[DOI]
- OECD, "PISA 2015 results: Collaborative problem solving" (2015), OECD Publishing
- "No child left behind: A desktop reference" (2002)[URL]
- Robitaille, D. F., "National contexts for mathematics and science education: An encyclopedia of the education systems participating in TIMSS" (1997), Pacific Educational Press
- Samuel, T. S., ""I can math!" : Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students", Community College Journal of Research and Practice, 45(3), pp.205~222 (2021)[DOI]
- Seligman, M. E. P., "Flourish: A visionary new understanding of happiness and well-being" (2011), Free Press
- Shernoff, D. J., "Student engagement in high school classrooms from the perspective of flow theory", School Psychology Quarterly, 18(2), pp.158~176 (2003)[DOI]
- Skovsmose, O., "Towards a philosophy of critical mathematics education" (1994), Springer Dordrecht
- Su, F., "Mathematics for human flourishing" (2020), Yale University Press
- Thompson, P. W., "Vital directions for mathematics education research", pp.57~93 (2013), Springer
- Thurston, A., "The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school", International Journal of Educational Research Open, 1, pp.100004~ (2020)[DOI]
- Villavicencio, F. T., "Beyond math anxiety : Positive emotions predict mathematics achievement, self-regulation, and self-efficacy", The Asia-Pacific Education Researcher, 25, pp.415~422 (2016)[DOI]
- Yeo, S., "Mathematics classrooms that students love, grade 1 : Numbers and operations by Jinho Kim(2023)", Research in Mathematical Education, 27(1), pp.151~156 (2024)
