Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Exploring mathematical wellbeing across cultures: insights from diverse students(Springer Nature, 2024-09-18) Hunter J; Hill JLAcross many countries, including New Zealand, diverse groups including indigenous, migrant, and marginalised communities, are under-represented in mathematics, as evidenced by achievement disparities and disengagement from higher-level mathematics. Both research and policy have focused on developing equitable education outcomes for all students. A key aspect of this is wellbeing, including within mathematics classrooms, which includes identifying classroom environments that enable wellbeing. This study examines mathematical wellbeing (MWB) across different ethnicities and genders, with a case study focus on students from Pacific heritages. Analysing qualitative responses from over 12,000 diverse students revealed that positive relationships in the mathematics classroom were most commonly associated with students’ MWB. Accomplishment and cognitive factors, including mathematical accuracy, learning new things, and understanding, were also identified as important. Minor gender differences emerged, with female students emphasising mathematical understanding, accuracy, and relationships more than male students. The Pacific student case study highlighted the importance of both cognitive aspects (learning new things and understanding) and relationships (peer and teacher support), uncovering an alignment between cultural values and MWB. This study empirically confirms seven universal values supporting student MWB, previously identified in Australian and Chinese contexts, suggesting that teachers internationally may align pedagogical practices with these values to support most students’ MWB. However, the instrumental values serving these universal values appear culturally unique. This research contributes novel insights to the field by examining wellbeing with a subject-specific focus through student-generated responses, offering implications for developing more equitable and culturally inclusive mathematics classrooms.Item Diverse Students’ Mathematical Wellbeing(Springer Nature, 2024-04-18) Hill JL; Hunter JSupporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general wellbeing rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, and disengagement in mathematics education, we argue for a more contextualised wellbeing approach. We define ‘mathematical wellbeing’ (MWB) as the fulfilment of values whilst learning mathematics accompanied by positive feelings (e.g., enjoyment) and functioning (e.g., engagement) in the discipline. We report on 3073 New Zealand Year Three to Eight students’ responses to a survey measuring their fulfilment of seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, positive emotions, and relationships. Students’ MWB was highest for relationships and perseverance and lowest for engagement and positive emotions; MWB declined from Years Three to Eight; females often rated higher MWB than males; school sociodemographic status was mostly not significant, whilst engagement and positive emotions differed across ethnicities. Research implications include understanding target areas to improve diverse students’ experiences and wellbeing in mathematics education.Item Engaging publics in the transition to smart mobilities(Springer, 2023-06-09) Lampkin S; Barr S; Williamson D; Dawkins LCommercial and public sector interests surrounding technological developments are promoting a widespread transition to autonomous vehicles, intelligent transportation systems and smart phone communications in everyday life, as part of the smart mobility agenda. There is, however, inadequate understanding about the impact of such a shift on potential users, their readiness to engage and their vision of transportation systems for the future. This paper presents the findings from a series of citizen panels, as part of a 2-year project based in south-west England, focusing on in-depth discussions regarding the future of commuting, the flow of the daily commute and the inclusion of publics in smart mobility planning. The paper makes three key propositions for researchers: enabling publics should lead to a visionary evolution in the development of sustainable transportation systems; commercial interests, public bodies and IT innovators must employ a holistic approach to mobility flows; and, processes engaging publics need to be inclusive when co-creating solutions in the transition to smart mobilities.