“SHOULD WELLBEING BE THE SAME AS PERFECTION?” A CASE STUDY ON STUDENT WELLBEING IN HIGHER MATHEMATICS EDUCATION

Author

Marcelo Alonso Almora Rios, University of Montana, MissoulaFollow

Year of Award

2023

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

Mathematics

Other Degree Name/Area of Focus

Mathematics Education

Department or School/College

Department of Mathematical Sciences

Committee Chair

Dr. Bharath Sriraman

Commitee Members

Dr. Bharath Sriraman, Dr. Fred Peck, Dr. Jacob Hammond

Keywords

Mathematical wellbeing, mathematics education, wellbeing, higher education

Publisher

University of Montana

Subject Categories

Science and Mathematics Education

Abstract

Previous research has given the impression that reticent is our hunt for optimal teaching practices, educational goals, and nature of mathematical workings. In this regard, we have (seemingly) ended up with the following inquiries:

• What could the math classroom be for? and
• What has the math classroom been for?

These two questions touch on the scary horns of two other charged philosophical dandruffs. Namely:“What are the aims of teaching mathematics?” and “What should be our objectives in learning it?”

The term ‘positive education’ refers to an educational system engendering both the skills of positive wellbeing and traditional, academic achievement (Seligman et al., 2009). Many case studies—primarily in Australian schools—have been conducted. However, philosophical advancements in the wellbeing sciences indicate that wellbeing, as a construct, is context-dependent (Alexandrova, 2017). Conceptions of wellbeing may thus differ between social groups, geographies, and local cultures (Green et al., 2021; Jarden et al., 2021).

In this thesis, I present a framework for understanding a novel construct in the mathematics education literature called mathematical wellbeing. This construct may be studied through a variety of lenses (public policy, sociology, mathematics, positive psychology, mathematics education, economics). I build on a few of these by investigating factors relevant to student mathematical wellbeing. I also offer ways to study this construct in a first-year, collegiate mathematics course.

Recommended Citation

Almora Rios, Marcelo Alonso, "“SHOULD WELLBEING BE THE SAME AS PERFECTION?” A CASE STUDY ON STUDENT WELLBEING IN HIGHER MATHEMATICS EDUCATION" (2023). Graduate Student Theses, Dissertations, & Professional Papers. 12037.
https://scholarworks.umt.edu/etd/12037