What motivates adults to learn mathematics through trade unions in the workplace: social factors and personal feelings

Beth Kelly (1)

1 UCL - University College of London [London]

This research is based on interviews with adults about their motivation to study mathematics in the workplace, through classes organised and funded by trade unions in the UK. The findings point to motivation as a function of individual’s emotions and cognition that are influenced by social experiences. The research identifies a difference between the initial motivation to re-engage with learning and that required to continue, or persist. Continuing learning relies on a socially and emotionally supportive learning environment which adults identify as ‘different’ from previous experiences. The term an ‘Affective Mathematical Journey’ is developed to describe the positive emotional changes experienced by adults, which helps them overcome negative memories. The adults’ resultant increase in confidence and motivation encourages them to successfully develop and use their mathematical skills both inside and outside the classroom.

Mots clés: affect; emotions; Mathematics; motivation; teaching methods

Domaines: Mathématiques [math]; Education

Beth Kelly. What motivates adults to learn mathematics through trade unions in the workplace: social factors and personal feelings. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02409302⟩