Original Study

Open Access

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Peer-reviewed

Mathematics and Students

Radhika Patel

DIP: 18.02.011/20180304

DOI: 10.25215/2455/0304011

Received: June 25, 2024; Revision Received: June 25, 2024; Accepted: June 25, 2024

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.

The authors profoundly appreciate all the people who have successfully contributed to ensuring this paper in place. Their contributions are acknowledged however their names cannot be mentioned.

The author declared no conflict of interest.

This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

Responding Author Information

Radhika Patel @ info.ijcst@gmail.com

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

DIP: 18.02.011/20180304

DOI: 10.25215/2455/0304011

Published in

Volume 03, Issue 4, October – December, 2018

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