Copy the page URI to the clipboard
Morrison, Sipho A.
(2020).
DOI: https://doi.org/10.21954/ou.ro.000122df
Abstract
This thesis contributes to the field of mathematics education. Using a phenomenological approach, I investigated the multi-dimensional model of the flow phenomenon and its interdependence with the mathematics classroom.
Learners of mathematics often have a great enjoyment when carrying out mathematical activities. I contend this experience can be labelled as flow. The flow experience has been described as being in the ‘zone’. Flow refers to the experience of a learner. The learner is totally absorbed in a task to the exclusion of all else with a complete connection and successful outcome.
Flow experiences can improve educational experiences for students in the secondary mathematics classroom by heightening enjoyment, intrinsic motivation and creativity.
Between 2015 and 2016 I carried out an 18-month longitudinal study with a group of secondary students, anticipating how flow can assist positive relationships with mathematics. I recorded, videoed and questioned students’ experiences of flow in the classroom.
I argue first, that from examining how flow occurs in the mathematics classroom, I have constructed an understanding of its appearance to the classroom observer and attended to its perceived benefits. A second contribution of the research is that flow, a quality of experience, positively affects learning in the mathematics classroom, and is a feasible vector for teacher development.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
