Multiple pathways between affect and mathematical competence in young children—commentary on the studies in the Special Issue

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Affect and mathematical competence are each multifaceted constructs. Accordingly, the studies in this Special Issue address multiple pathways between the two in young children. This commentary highlights the variability of these pathways and asks how affective variables are specifically related to core mathematical activities such as problem solving. One conclusion is that affective and cognitive variables seem to be related already in young children, but that there is also considerable variation in this relationship. Future studies should address inter-individual differences and use more content-specific measures of affect, to identify factors that cause early negative affect that is specific to mathematics. The studies further suggest that among the sources of children’s negative affect towards mathematics are the abstract nature of mathematics as well as the view of mathematics that young children experience in their classrooms. Creating fearless learning environments that allow for failure, and that enable children to make early experiences of success, is an important challenge for early mathematics education.

Original languageEnglish
Pages (from-to)317-323
Number of pages7
JournalEducational Studies in Mathematics
Volume100
Issue number3
DOIs
StatePublished - 15 Mar 2019
Externally publishedYes

Keywords

  • Affect
  • Mathematical competence
  • Mathematical development
  • Multiple pathways

Fingerprint

Dive into the research topics of 'Multiple pathways between affect and mathematical competence in young children—commentary on the studies in the Special Issue'. Together they form a unique fingerprint.

Cite this