Children talk about their mathematics lives

Abstract

In their own words, ten children whose mathematics careers were tracked from the beginning of their third year at school, to the end of their fifth, describe their experiences of learning of mathematics within the social world of the classroom. Their statements contain both cognitive and affective dimensions. A model linking these two domains, demonstrates impacts of everyday mathematics routines. Suggestions are made for changes in teaching practice to more effectively meet children’s social and cognitive needs in learning mathematics.