[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601192-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601192-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","feeling-good-and-functioning-well-in-mathematics-education-exploring-studentsconceptions-of-mathematical-well-being-and-values","Feeling Good and Functioning Well in Mathematics Education - Exploring Students’Conceptions of Mathematical Well-Being and Values","","Mathematics classrooms show high rates of student mathematics anxiety and disengagement, indicating inadequate student well-being. The study argues that poor alignment between learners’ values and classroom experiences may contribute, yet student mathematical well-being and its connection to values remain insufficiently understood. It proposes a seven-dimensional framework for mathematical well-being and analyzes how well-being aligns with students’ values in mathematics education.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/feeling-good-and-functioning-well-in-mathematics-education-exploring-studentsconceptions-of-mathematical-well-being-and-values/601192/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/feeling-good-and-functioning-well-in-mathematics-education-exploring-studentsconceptions-of-mathematical-well-being-and-values/601192.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the article address in mathematics education?","Question",{"text":62,"@type":63},"It addresses the high incidence of mathematics anxiety and disengagement, suggesting poor student well-being in many mathematics classrooms.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study investigate students’ mathematical well-being?",{"text":67,"@type":63},"It uses responses from 119 Grade 8 Australian students to three open-ended questions and applies combined deductive/inductive thematic analysis.",{"name":69,"@type":60,"acceptedAnswer":70},"What is the main outcome of the study’s framework?",{"text":71,"@type":63},"The results support the seven-dimensional mathematical well-being framework and confirm alignment between students’ values and well-being in mathematics education.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601192,1792718289,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Feeling Good and Functioning Well in Mathematics Education:  \nExploring Students’Conceptions of Mathematical Well-Being and Values  \nJulia L. Hill, Margaret L. Kern,  \nWee Tiong Seah (佘伟忠), and Jan van Driel  \nMelbourne Graduate School of Education, The University of Melbourne  \nECNU Review of Education 2021, Vol. 4(2) 349–375 ª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120928084](DOI: 10.1177/2096531120928084)[ ](DOI: 10.1177/2096531120928084)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student wellbeing is and how to support it within specific subjects is poorly understood, and intersection between students’ values and well-being in mathematics education is unclear. This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.  \nDesign/Approach/Methods: One hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical wellbeing (MWB) and what they valued most when learning or doing mathematics. Responses were analyzed using a combined deductive/inductive thematic analysis.  \nFindings: Findings supported the MWB framework and confirmed an alignment between students’values and well-being in mathematics education.  \nCorresponding author:  \nJulia L. Hill, The University of Melbourne, Parkville, VIC 3010, Australia. Email: [hill.j@unimelb.edu.au](hill.j@unimelb.edu.au)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: Our study provides a framework for conceptualizing student well-being in mathematics education, points to areas that aim to improve student well-being, and highlights congruences and discordances between well-being and values.  \nKeywords  \nMathematical values, mathematical well-being, mathematics education, student voice, theoretical model, valuing  \nDate received: 20 December 2019; accepted: 29 April 2020  \nIntroduction  \nMathematics has been called a “gatekeeper” subject within education, as the benefits accrue over the life span; enhance employment opportunities; inform choices about the environment, health, and well-being; and can even result in longer life (Plunk et al., 2014) . Yet within Australia, like many countries worldwide, mathematics education is facing challenges. Despite the significant financial investment to improve the way in which mathematics is taught to and received by students, student engagement in mathematics generally has remained low, with negative emotions and poor attitudes toward the subjectpersistently reported by many students(Clarkson et al.,2019). Secondary students are especially more likely to perceive mathematics to be emotionally challenging, boring, and unenjoyable (Attard, 2013; Grootenboer & Marshman, 2015). Students and even teachers exhibit “mathematics anxiety,” with females more likely to experience anxiety than males (Maloney et al., 2015) . The proportion of Australian students selecting advanced level or rigorous mathematics subjects in upper secondary school has been st","cbCaivOjC9uKLjva","https://ap.wps.com/l/cbCaivOjC9uKLjva","pdf",254649,27,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Introduction\n## A framework for conceptualizing student MWB","[{\"question\":\"What problem does the article address in mathematics education?\",\"answer\":\"It addresses the high incidence of mathematics anxiety and disengagement, suggesting poor student well-being in many mathematics classrooms.\"},{\"question\":\"How does the study investigate students’ mathematical well-being?\",\"answer\":\"It uses responses from 119 Grade 8 Australian students to three open-ended questions and applies combined deductive/inductive thematic analysis.\"},{\"question\":\"What is the main outcome of the study’s framework?\",\"answer\":\"The results support the seven-dimensional mathematical well-being framework and confirm alignment between students’ values and well-being in mathematics education.\"}]","Feeling Good and Functioning Well in Mathematics Education - Exploring Students’Conceptions of Mathematical Well-Being and Values | PDF",1792092151,68]