A descriptive study of developmental mathematics students' beliefs and affects

This qualitative study investigates and describes the beliefs and affects that three developmental mathematics students have about mathematics and about themselves as do-ers of mathematics. This study also investigates and describes how these students' beliefs and affects influence their learning of mathematics and influence mathematics teaching. Participants in this study are community college students enrolled in an elementary algebra class. The participants were purposeful selected and signed informed consent forms before data collection began. Methods of data collection included personal interviews, task interviews, and classroom observations. The results are presented in three case stories. Primary affective responses discovered in this study were: (1) students believe that the mathematics they experience in the classroom has no connection to the real world, (2) students believe that mathematics instruction should actively involve them, and (3) students desire to know how mathematics is applied, by whom, and for what purposes. The mapping metaphor for the development of affective responses is also presented. The recommendations that emerged from this study are: (1) teachers should clearly illustrate how various skills, procedures, and concepts taught in class relate to a non-school environment; (2) researchers need to understand how affective responses are formed in students because affective responses impact students' understanding, motivation, and learning; and (3) teachers need to allow students to experience the full problem-solving process including the struggle and the feelings of doubt.