{"title":"When algebra makes you smile: Playful engagement with early algebraic practices","authors":"Bárbara M. Brizuela, Susanne Strachota","doi":"10.1016/j.learninstruc.2024.101933","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect.</p></div><div><h3>Aims</h3><p>In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect?</p></div><div><h3>Sample</h3><p>We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment.</p></div><div><h3>Methods</h3><p>Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence.</p></div><div><h3>Results</h3><p>Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of <em>positive epistemic affect</em>. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices.</p></div><div><h3>Conclusions</h3><p>We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and <em>positive epistemic affect</em>.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224000604","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect.
Aims
In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect?
Sample
We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment.
Methods
Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence.
Results
Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of positive epistemic affect. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices.
Conclusions
We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and positive epistemic affect.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.