When algebra makes you smile: Playful engagement with early algebraic practices

Abstract

Background

The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect.

Aims

In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect?

Sample

We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment.

Methods

Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence.

Results

Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of positive epistemic affect. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices.

Conclusions

We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and positive epistemic affect.