Observing Mathematical Learning Experiences in the Primary Years to Examine How Attitudes Towards Mathematics Are Enacted in the Classroom

Observing students during mathematical learning experiences provides great insights into their mathematical experiences. Traditionally, observations in the mathematics classroom had a cognitive focus, examining teacher practice or students’ conceptual understanding and engagement in mathematics. There is a dearth of research that uses classroom observations to observe how affective factors, such as attitudes towards mathematics, are enacted during mathematical learning experiences. The purpose of this paper was to document a replicable process to examine primary students’ attitudes towards mathematics from the perspective of how attitudes are enacted during mathematical learning experiences. Drawing on three separate studies conducted with Australian primary students (5–12 year olds), this paper documented an observational framework and schedule that can be used to investigate attitudes towards mathematics. The framework and schedule have been used to conduct 50 observations in all primary year levels, including multi-year classrooms. The aim of the study reported here was to bring to the surface the complex and multifaceted aspects of attitudes towards mathematics as children implement and talk about the mathematics that they learn. As well as contributing to the literature on attitudes, these findings have provided insights into methodological considerations of conducting observations.