Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Experimenting with Poeticizing to Open a Shared Space for Emotion and Mathematics in Preservice Teacher Education(Taylor and Francis Group on behalf of Kappa Delta Pi, 2025-06-18) Bonne L; Eden R; Higgins JPoetry and mathematics are not typically encountered together. In this paper, we describe our experience of taking an arts-based approach to bringing together mathematics and poetry by poeticizing the qualitative survey responses of preservice teachers who were learning to teach mathematics in elementary classrooms. We argue that poeticizing can open up new spaces and lines of inquiry to invite a rethinking of the relationship between mathematics and emotions, and unsettle the associated dominant narratives.Item Responding to negative emotion in a pre-service mathematics classroom(Springer Nature B.V., 2024-09-18) Higgins J; Bonne L; Eden R; Bellocchi AEmotions associated with prior mathematics learning experiences endure for some pre-service teachers, leaching into their own teaching of mathematics. Taking a sociology of emotions framing, the naturalistic study used event-oriented social inquiry and employed multiple methods (classroom transcripts, interviews, email conversations and reflective notes). In the event selected for this paper, we identified the importance of teacher educators intentionally attending to emotions in pre-service mathematics classes to address a dominant cognitive emphasis in learning to teach mathematics. We found that collective empathy was central to an emotional climate in which responses to individual and collective emotions were considered. We argue that collectively creating an emotionally safe environment in pre-service teacher education can help disrupt cycles of negative emotion associated with mathematics.