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

Autor/inn/en	Laine, Anu; Ahtee, Maija; Näveri, Liisa
Titel	Impact of Teacher's Actions on Emotional Atmosphere in Mathematics Lessons in Primary School
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 1, S.163-181 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laine, Anu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-09948-x
Schlagwörter	Elementary School Mathematics; Elementary School Teachers; Elementary School Students; Teacher Influence; Classroom Environment; Emotional Response; Teacher Role; Teacher Student Relationship; Mathematics Instruction; Grade 3; Grade 5; Teacher Behavior; Student Behavior; Freehand Drawing; Positive Reinforcement; Foreign Countries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Emotionales Verhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Drawing; Zeichnen; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01