Mathematics Positivity: A Narrative Exploration of Adult Math Experiences

Abstract

The following thesis uses narrative analysis and experiential turning points to explore the life stories of six adults (two women and four men, ranging in age from mid 20s to late 60s) who self-identify as mathematically positive. In semi-structured interviews, participants are asked to tell their mathematical stories, including their definition of mathematical positivity, from which a co-created narrative was written. Using a hybrid theoretical framework that originates from positive psychology's Situated Expectancy Value Theory and Hill et al.'s Framework of Mathematical Wellbeing, turning points or potential turning points in the participant's affective mathematical experience are noted. Emerging mathematical values are analyzed with Hill's Mathematical Wellbeing's seven core mathematical values.

Of the six participants, two started their narratives as mathematically negative, one was neutral and the other three were mathematically positive. All six had turning points, or potential turning points relating to mathematical values being met or not. Themes that emerged included the delineation of mathematics as being a less interpretative discipline, the importance of mathematics outside of school, the intersection of neurodiversity such as dyslexia, the importance of supportive parents and teachers and the power of perseverance. Most prevalent of Hill's core mathematical wellbeing values, with five participants, were Relationships and Perseverance. Meaning was also a significant value but what that meant depended on the participant. The participants also had mathematical values that were hard to classify within Hill's Mathematical Wellbeing Framework, such as integrity and clarity. This was presumed to be because these were adults talking about their life stories rather than children's experiences in a school setting.