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Friendship groups and affective relationships in mathematics learning

Record type: Article

Affective aspects of mathematics learning are widely studied, yet the impact of friendship groups on the phenomenon of mathematical reasoning is less well documented. This study describes how students (aged 11 to 14 years) reported how they worked together, how their friendships impacted on their capacity to engage with mathematical reasoning and how these relationships were a mediating tool for their mathematics learning. Findings suggest that friendship groups provide these young people with a learning environment in which they can comfortably challenge each other, seek justifications, use ‘street language’ in order to clarify their position and provide a ‘safe’ environment for expressing their learning frustrations

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Citation

Edwards, Julie-Ann (2011) Friendship groups and affective relationships in mathematics learning Research in Mathematics Education, VI, pp. 1189-1198.

More information

Accepted/In Press date: 2011
Additional Information: To appear in Volume 11

Identifiers

Local EPrints ID: 184081
URI: http://eprints.soton.ac.uk/id/eprint/184081
ISSN: 1479-4802
PURE UUID: c7ff4414-d94d-4797-b77b-d4d762e96ba6

Catalogue record

Date deposited: 06 May 2011 07:57
Last modified: 18 Jul 2017 11:53

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