Abstract
In this paper, we present how the participants in our study (post-secondary students) described what contributed to fostering their positive feelings towards mathematics. Drawing from mathematics autobiographies completed by the participants, we present some of the contexts wherein participants described positive feelings toward mathematics. We discuss a) encounters with teacher dispositions and pedagogical practices, b) experiencing the joy of engaging in mathematics, and c) external validation from teachers and parents, and consider whether each of these contexts sustained
participants’ positive feelings towards mathematics.
Grantingagency
SSHRC
Refereed
Yes
