Positive Emotions in Early Algebra Meaning-Making
Document Type
Article
Publication Title
Didactica Mathematicae
Publication Date
2021
Abstract/ Summary
This research reports shifts in facial expressions while working on early algebra tasks observed in three students (grades 1–2) who took part in an early algebra classroom intervention. We found at the beginning of the intervention that the three students showed ‘aha’ moments with smiles while they were developing understanding of new concepts. At the conclusion of the intervention, their smiles conveyed confidence when they noticed the tasks were related to previously learned concepts and recalled their meaning. Our analysis of the pre and post interviews revealed not only the ways in which the learners build mathematical meaning, but also how early algebra experiences support students in developing emotional experiences.