Basic emotions of primary school pupils in mathematics
lessons
Ineta Helmane
To cite this version:
Ineta Helmane. Basic emotions of primary school pupils in mathematics lessons. Konrad
Krainer; Naďa Vondrová. CERME 9 - Ninth Congress of the European Society for Research
in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.1195-1201, Proceedings of
the Ninth Congress of the European Society for Research in Mathematics Education. <hal01287344>
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Basic emotions of primary school
pupils in mathematics lessons
Ineta Helmane
Riga Teacher Training and Educational Management Academy, Faculty of Education, Riga, Latvia, [email protected]
The article describes and analyses theoretical and empirical materials the experienced emotions by pupils
when learning mathematics in primary school and
highlight the factors arousing emotions in learning
mathematics in primary school. The article analyses
the data obtained in empirical research on the emotions
experienced by pupils during mathematics lessons in
primary school. In questionnaires and semi-structured
interviews pupils reveal what gave them positive emotions in mathematics lessons, as well as what made them
experience negative emotions. According to the analysis
of empirical data we highlighted the factors of learning
mathematics in primary school which caused positive
emotions.
Keywords: Basic emotions, pupils, mathematics, primary
MATERIALS AND METHODS
The essence of basic emotions
Basic emotions appear already in the first years of
life through all cultures and with slight or without
variations (Izard, 1991; Miezitis, 1992), they are based
on the demonstration of a person’s movements and expressions (Carlson, 1990). All basic emotions possess
the following characteristic features: they attract a
clear, strong feeling which a person is aware of; they
develop as a result of evolution - biological processes; they have an organizing and motivating affect on
the person, serve for his adaptation (Izard, 1991) and
manifest themselves in expressive and specific configuration of the movements of facial muscles - mimics
(Izard, 1991; LeDoux, 1998).
school.
INTRODUCTION
The great pace of life in the contemporary society demands emotionally powerful people, able to maintain
a positive attitude towards life, overcome the fast increasing tension and stress, sustaining appropriate
self-esteem, healthy self-confidence (Helmane, 2010).
One of the meaningful components creating a harmonious individual is emotions. Emotions mobilize
each individual’s psychic and physical strength for
the further activity to reach the goal, or prevent and
hinder the individual’s activities, participation in the
diverse life- activity processes (Izard, 1991; Thompson
& Meyer, 2007). Therefore, it is necessary to be aware
of the factors which evoked positive emotions in pupils when learning mathematics at school. The aim of
the research is to investigate the experienced basic
emotions by pupils when learning mathematics in
primary school and highlight the factors arousing
emotions in learning mathematics in primary school.
CERME9 (2015) – TWG08
The physiological base of such positive basic emotions
as joy, interest, surprise (Kagan & Havermann, 1980;
Ekman, 1984; Carlson, 1990; Izard, 1991; Miezitis, 1992)
is mainly excitation process. Positive emotions tone
up the body’s activities and activate the person, generate strength and energy as well as enhance the person’s capability of mental work, increase energy, promote heuristic or creative processing (Carlson, 1990;
Ambady & Gray, 2002; Fredrickson, 2004). However,
negative basic emotions: anger, hatred, disgust, fear,
shame, fault, sorrow (Kagan & Havermann, 1980;
Ekman, 1984; Carlson, 1990; Izard, 1991) are based on
retention process. Negative emotions usually depress,
even paralyse a person as well as decrease a person’s
activity and also reduce energetic resources (Carlson,
1990; Selighran, 1995). Negative emotions are associate with reduced accuracy on tasks that tap memory,
intelligence, and executive functioning (Hartlage et
al., 1993; Veiel, 1997). Therefore, emotions may have a
positive or negative affect on a person’s life processes,
becoming a determining force of a person’s action in
crucial moments of life.
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Basic emotions of primary school pupils in mathematics lessons (Ineta Helmane)
Emotions in teaching-learning process
Emotions are involved in almost every aspect of the
teaching and learning process (Schutz & Lanehart,
2002). Pupils’ emotions are formed at the interface of
personal, contextual, and social aspects of learning
(Volet & Järvelä, 2001; Ainley & Hidi, 2002; Schutz &
Pekrun, 2007). The teaching/learning process based
on positive emotions proceeds more successfully.
If we do something with pleasure, we will try to do
the same in future (Frenzel, Perkun, & Goetz, 2007).
Within positive emotions a more profound approach
to the acquisition of various skills and knowledge
develops which facilitates openness to new things,
creativity and energy to be productive (Olsonm &
Torrance, 1996; Gorman, 2001). The positive emotions
become a strong motivating, suggestive factor for future actions (LeDoux, 1998; Linnenbrink & Pintrich,
2000; Fredrickson, 2001). If successful, emotions
positively motivate and reinforce several extremely
successful activities, guesses and ideas which came
up during the completion of tasks.
However, negative emotions direct attention and cognitive processing in a negative way (Power & Dalgleish,
1997; Linnenbrink & Pintrich, 2004), reduce the effectiveness of learning, the working memory, the ability
to acquire various types of knowledge, skills as well
as creativity (Olsonm & Torrance, 1996; Linnenbrink
& Pintrich, 2000). If pupil is doing something with
negative emotions, he/she will try to stop doing it in
all possible ways in future (Frenzel, Perkun, & Goetz,
2007). Also monotonous, boring learning process and
failures cause negative emotions (Selighran, 1995).
Learning mathematics is connected with the pupil’s
individual experience in mathematics and applying
it in everyday life, the perspective of his individual
learning where emotional factors are as significant
and important as cognitive factors in learning process (Tosse, Falkencrone, Puurula, & Bergstedt, 1998).
Emotions also include and sustain pupils interest in
learning material (Ainley, Corrigan, & Richardson,
2005; Krapp, 2005), in teaching/learning content.
Paris and Ayers (1994) underline the value of emotions
in learning process - nobody can develop mathematics
or intellectual values without emotions, especially in
mathematics. The positive learning experience can
help to change negative thoughts and feelings and
raise pupils’ motivation in learning process (Paris
& Ayers, 1994). Pupils who experience more positive
emotions may generate more ideas and strategies. In
addition, emotions can have an impact on different
cognitive, regulatory and thinking strategies (Pekrun,
1992), affect categorising, thinking and problem solving (Sutton & Wheatley, 2003). In contrast negative
emotions may trigger the use of more rigid strategies,
such as simple rehearsal and reliance on algorithmic
procedures, thus leading to reduced attention and
more superficial processing of information (Pekrun
et al., 2002). If a pupil feels sad, she/he may be preoccupied with thoughts about negative emotions and
unable to refocus her/his attention on educational
information. This would have implications for children’s academic performance (Davis & Levine, 2013).
Negative emotions also commonly disrupt mathematics learning. Some children have a condition termed
math anxiety that is characterised by fear of mathematics (Ashcraft, 2002; Hinton & Miyamoto, 2008).
This emotional state disrupts cognitive strategies and
working memory (Ashcraft & Kirk, 2001).
Research of pupils’ basic emotions
in mathematics lessons
The research of emotions experienced by pupils in
mathematics lessons in primary school was carried
out in Grade 3 in four Riga schools, total of 107 pupils (age 8–9). The selection of the schools involved
into the research was done by intentional assessing
of the school environment descriptions, based on the
similarities of the following qualities: school social
economic environment, ethnic environment, school’s
physical environment, time-table, the number of pupils in the school, as well as the length of the teachers’
pedagogical experience. The selection of the classes
involved into the research was done by intentional
assessing of the mathematics lessons descriptions,
based on the similarities of the following qualities:
National Basic Education Standard (2006), mathematics text books according to List of Confirmed and
Published text books (2009), 4 mathematics lessons
per week. The research was done within the academic
year over the period from 2012 to 2013 in which pupils
self-evaluate experienced basic emotions while learning mathematics in primary school were explored.
The data were obtained applying such empiric research methods as questionnaires with open questions, semi-structured interviews and test as Dembo’s
methodology for self-assessment of basic emotions
(Helmane, 2010). The aim of empirical research methods was to select and to specify the experienced basic
emotions by pupils in mathematics lessons in primary
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Basic emotions of primary school pupils in mathematics lessons (Ineta Helmane)
school and the factors evoking emotions in general
learning mathematics situations in primary school.
The pupils were asked to fill in a questionnaire about
the experienced basic emotions while learning mathematics. The pupils of Form 3 involved in the research
marked individually on Likert-type scale positive
emotions (joy, interest, surprise) and negative emotions (anger, disgust, fear, shame, fault, sorrow) experienced while learning mathematics in primary
school. When marking every basic emotion, the pupils took into consideration Likert- type scale where 1
point corresponds to the answer – never experienced
the given emotion, 3 points correspond to the answer –
the emotion has often been experienced, but 5 points
meant that the emotion has always been experienced.
During the further survey the pupils individually
reflected and pointed out at least 3 factors, stimuli,
situations which evoked positive basic emotions at
school as well as pointed out at least 3 factors, stimuli, situations when they felt negative basic emotions.
The data obtained from questionnaires were specified in semi-structured interview where the pupils
supplemented the answers to the questions about the
factors evoking basic emotions. The peculiarity of
this semi-structured interview was that the questions
previously were not formulated precisely, and also
their succession was not strictly determined, however,
during the interview it was clarified to what extent, on
what conditions, in which situations the pupils experienced positive or negative emotions while learning
mathematics in primary school as well as specified
the factors evoking these emotions, their exposure
according to the criteria set out for the research. Each
individual interview was about 15 minutes long, it was
recorded, transcribed and coded.
RESULTS
The data obtained according to Likert-type scale as a
result of questionnaires by 107 pupils testify that during school time pupils’ experienced positive and negative basic emotions at similar intensity. The situations
when the pupils experienced or not experienced distinct positive emotions during learning mathematics
are not in majority. In contrast, when evaluating basic
negative emotions, the pupils indicate that they did
not feel disgust or were ashamed in math lessons (see
Picture 1).
It is characteristic that the pupils often experienced
such positive basic emotions as joy and interest in
mathematics lessons. In most cases, the pupils’ interest and joy were aroused by the opportunity to use
visual aids, play didactic games and the teacher’s
positive attitude in mathematics lessons. However, a
positive evaluation of the given tasks and activities in
mathematics has been a precondition which aroused
joy, interest and surprise in pupils. In most cases, the
pupils experienced such negative basic emotions as
fear, shame and sorrow in mathematics lessons. These
negative emotions caused the situations related to a
pupil’s incompetence, failure in doing a certain mathematics task as well as the cases when pupils encountered with a negative assessment of their work and the
comparison of their work with that of the other pupils.
The majority of pupils (86%) confirmed in semi-structured interview and questionnaires that in mathematics lessons, it was interesting to work with
small countable material. Joy, interest and surprise
in pupils were aroused by the opportunity to do mathematics tasks with the help of sticks, fingers, coins and
banknotes. As a result of manipulation, the experi-
60
50
No
40
Sometimes
Often
Number of 30
respondents
Very often
20
Always
10
0
Joy
Interest Surprise Anger
Fear
Shame
Fault
Sorrow Disgust
Figure 1: Pupils experienced basic emotions in mathematics lessons
1197
Basic emotions of primary school pupils in mathematics lessons (Ineta Helmane)
enced positive emotions by pupils are related to the
opportunity to get acquainted with mathematics skills
more successfully, solve problems. Frequently, pupils
mention varied didactic games with small countable
material as a factor which generates positive emotions. It is testified by pupils’ comments on the same
question:
Interviewer: What is interesting in maths lessons?
Pupil:
For me... to count with sticks and money
banknotes.
Interviewer: What surprises you in mathematics?
Pupil:
The teacher allowed me to count with
fingers.
Interviewer: Count with fingers?
Pupil:
Yes, it is cool, I can count everything...
but mum does not allow to do it at home...
According to pupils’ (92%) answers a factor evoking
positive basic emotions is drawings, pictures in mathematics textbooks which attract pupils’ attention, as
well as facilitate the perception of the essence and
conditions of the task. Pupils are happy about the objects seen in the pictures of the tasks, their reinforcing
function in perception of the conditions and essence
of the mathematics task. The pupils have interest in
the tasks which are visualized in textbooks with the
help of pictures and drawings, for example:
Interviewer: What surprises you in maths lessons?
Pupil:
I have a colourful and beautiful maths
textbook.
Interviewer: What is colourful and beautiful
in it?
Pupil:
A lot of pictures, I like that.
Interviewer: What do you do with pictures?
Pupil:
I look at them, then I understand and...
do correctly.
The teacher’s personality as a factor evoking emotions
can initiate both basic positive and negative emotions.
The majority of pupils (44%) comment that positive basic emotions have been evoked by a sensitive, creative
teacher, who has a positive attitude towards the pupil,
interest in mathematics as a subject. The pupils experienced positive basic emotions in such mathematics
lessons which were exciting, interesting, not boring.
In these lessons, the pupils had joy about varied or-
ganizational forms of the teaching process (group
work, games, research, manipulative activities), when
the pupils were provided with the opportunity to be
active participants of the study process. The interest
in pupils was aroused by the explanation of theoretical concepts and the essence of mathematics skills
with the help of real objects, thus the study content
to be obtained was explained visually, for instance:
Interviewer: What is interesting in your maths
lessons?
Pupil:
I have the best teacher; it is so cool to
learn together with her, she shows
everything.
Interviewer: How does she show everything?
Pupil:
With money notes, drawings...we also
play games...and she smiles all the time,
she does not yell.
In the cases, when pupils (36%) experienced negative
basic emotions during school years, the teacher of
mathematics had not listened to pupils’ thoughts, had
not allowed them to be active participants of the study
process, sometimes the teacher’s working style had
been authoritarian. Pupils experienced fear of the
teacher’s reaction about the incorrectly solved problem, anger about the teacher’s intolerant attitude to
the pupil’s incompetence and failure in mathematics
lessons. Negative emotions anger and disgust in pupils were also initiated by monotonous, uniform
mathematics lessons where pupils were passive performers of the teacher’s instructions. For instance:
Pupil:
I hate to go to the lesson, where it is boring and not interesting.
Interviewer: How is it – boring?
Pupil:
Every day the same – sit and do tasks.
Very often in questionnaires pupils (88%) mention
their personal achievements and success in mathematics lessons as a prerequisite initiating positive
emotions when each success allowed to experience
positive emotions. Also, the recognition of the
achieved (69%) has often evoked positive emotions.
Pupils experienced joy and surprise if they could
solve a mathematics task correctly and received a
positive assessment for their work according to each
pupil’s individual contribution and growth. Joy was
also aroused by such situations where pupils were
able to solve different problems of higher difficulty
level. Failures in most of the cases caused negative
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Basic emotions of primary school pupils in mathematics lessons (Ineta Helmane)
emotions in pupils (74%). The pupil’s mistakes were
not perceived as an opportunity to develop correct
mistakes and master the skill. In mathematics lessons,
pupils felt angry about the inability to do a task or
could not successfully solve the problems given to
them in mathematics test. Fear and shame are evoked
in pupils in such situations when they are made to
demonstrate their inability in front of other pupils,
for instance, when solving a problem unsuccessfully
at the blackboard. Pupils feel ashamed when they do
not understand a mathematics task, if it is compared
to the positive achievement of other pupils in mathematics. For instance:
Interviewer: What are you afraid of in maths
lessons?
Pupil:
I am afraid to solve problems because
I can solve them incorrectly.
Interviewer: Do you need to be afraid of that?
Pupil:
If there is a mistake, it will be bad... others will get to know.
When characterizing mathematics content, pupils
in most of the cases mention the acquisition of word
problem (78%) and multiplication within the table
(72%) as a factor which evoked negative emotions
while learning mathematics. In a questionnaires and
semi-structured interview pupils clarify the experienced negative emotions as incomprehension about
the necessary activities for doing the task, an insufficient skill to read a word problem. Most of the pupils
emphasize that negative emotions anger, sorrow and
fear while solving word problems were experienced
also because the word problems did not arouse their
interest and did not have connection with real life
and the surrounding processes. When mastering
multiplication within the table, pupils name the main
reason for having negative emotions shame and fault
i.e. learning multiplication table by heart without the
comprehension about relationships in the multiplication table:
Interviewer: What do you feel ashamed of?
Pupil:
That I have to memorize multiplication
table.
Interviewer: Is it difficult to memorize?
Pupil:
I cannot remember so much by heart...
I cannot count as fast as it is necessary,
I want to think a little...Multiplication
is terrible, why must I memorize it?
Pupils (73%) experienced positive emotions most often while mastering addition and subtraction skills at
school. Pupils point out that they willingly did arithmetic operations, it was easy and understandable. The
joy experienced by pupils is mainly characterized as
a qualitative application of mathematics skills during
the solution of mathematics problems, for instance:
Interviewer: What are you most of all pleased
in mathematics?
Pupil:
About numbers and their addition. It is
terrific because I have to add numbers
and I can make it because I can do it easily.
Partly experienced negative emotions sorrow, anger
are in the acquisition of the following mathematics
content: mastering fractions (64%), mathematical
variables and measures (57%), pupils consider boring
such tasks where they mechanically have to perform
mathematical transformations and express relationships between variables and measures, and it is not
shown in which life situations and how these acquirable skills could be applied.
CONCLUSION
The mathematics learning process needed to include
and use that sort of positive emotion-causing stimuli:
the manipulation activities with objects, based on the
practical independent activity with diverse visual
aids, rational work modes acquiring by manipulation with objects; the purposeful system of exercising, where the pupils clearly recognize the exercise
aim, understand the execution of the exercise, the
exercises are arranged in a well-considered system,
disseminated in time, the exercises also include the
revision of the mathematical skill and they are miscellaneous; the use of the skills in diverse life-activity
situations where the diverse work forms, methods
and approaches are applied, integration possibility
into other subjects, miscellaneous exercises according to their contents, forms (Helmane, 2010).
As a result of the research, it is possible to select the
factors facilitating positive emotions while teaching
mathematics in primary school: curriculum which
is easy for a pupil to understand and perceive, which
is encouraging, in good arrangement, intensity and
appropriate difficulty level; efficient techniques of
work and visual aids are used in the acquisition of
1199
Basic emotions of primary school pupils in mathematics lessons (Ineta Helmane)
skills; also the pupils’ activities are practical and independent; diverse forms of work, methods, especially the method of play are used in the acquisition of
skills which encourage a pupil’s active participation
and mobilization of potential in order to achieve the
desired objective; communication with peers and the
teacher; evaluation of a pupil’s progress and achievements by the teacher, peers, also self-esteem.
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