Abstract

In this paper, an examination of students’ relationships with mathematics is conversant by affective analysis into internal mathematical structures and identity analysis into students’ narratives. By analysing the perceptions of a class of thirty one adolescents, 5 interacting parts emerged: students’ views, feelings, mathematical information, identities, and habits of engagement. These parts contributed to the context inside that students engaged in arithmetic and resulted in their distinctive learning experiences. This framework has potential for researching aspects of students’ mathematical journeys and may be employed by teachers to induce to grasp individual students’ distinctive affiliation to the topic of mathematics.