Impact of Teacher’s Actions on Emotional Atmosphere in Mathematics Lessons in Primary School

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Laine , A , Ahtee , M & Näveri , L 2020 , ' Impact of Teacher’s Actions on Emotional Atmosphere in Mathematics Lessons in Primary School ' , International Journal of Science and Mathematics Education , vol. 18 , no. 1 , pp. 163-181 . https://doi.org/10.1007/s10763-018-09948-x

Title: Impact of Teacher’s Actions on Emotional Atmosphere in Mathematics Lessons in Primary School
Author: Laine, Anu; Ahtee, Maija; Näveri, Liisa
Contributor: University of Helsinki, Department of Education
University of Helsinki, Faculty of Educational Sciences
University of Helsinki, Faculty of Educational Sciences
Date: 2020-01
Language: eng
Number of pages: 19
Belongs to series: International Journal of Science and Mathematics Education
ISSN: 1571-0068
URI: http://hdl.handle.net/10138/313647
Abstract: The aim of this article was to determine the factors in teachers' actions that could explain differences in the emotional atmosphere of primary school classrooms. Based on pupils' drawings about their mathematics lessons, we analyzed both the pupils' and their teachers' actions, including pupils requesting help, sitting alone, and talking about mathematics, as well as the teacher helping, praising and criticizing. We could conclude that the teacher has a central role in the formation of the emotional atmosphere in mathematics lessons. The emotional atmosphere can be built up to be positive when the teacher encourages the pupils to talk about mathematics and their own understanding with each other. The emotional atmosphere is then open and tolerant. The emotional atmosphere can turn to be negative when the pupils are working by themselves and are afraid of criticism and embarrassment.
Subject: 516 Educational sciences
Emotional atmosphere
Mathematics lessons
Primary school
Pupils' drawings
teacher's actions
CHILDRENS DRAWINGS
STUDENTS
PERSPECTIVES
EFFICACY
HELP
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