Study 9: Mathematical Wellbeing

A research study which identifies the underlying values which when fulfilled, led to a sense of empowering mathematical wellbeing for learners.

You are welcomed to use the survey that had been designed and administered in this study. If you do, referencing may be made with the following:

Hill, J. L.. & Hunter, (2024). Diverse students’ mathematical wellbeing. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-024-00318-6

Hill, J.L., Kern, M.L., Seah, W.T., van Driel, J. (2024). To what extent are students fulfilling their values and thriving in mathematics education?—The case for Victoria, Australia. In Y. Dede, G. Marschall, & P. Clarkson. (Eds.) Values and valuing in mathematics education. Springer. https://doi.org/10.1007/978-981-99-9454-0_13

When values are acknowledged in the mathematics classroom, relationships are strengthened, students’ cultural identities are affirmed, students become more engaged, and ultimately, mathematics learning is enhanced

(Hill, Hunter & Hunter, 2019, p. 111)

Leader:

Dr Julia HILL (Faculty of Education, The University of Melbourne)

Research teams:

Jurisdiction	CI	Participants
Australia	Dr Julia HILL Faculty of Education, The University of Melbourne	488
Chinese mainland	Juan ZHONG Jinsha Elementary School	258
Hong Kong SAR	Assoc Prof Qiaoping ZHANG The Education Uni of Hong Kong
Indonesia		223
New Zealand	Prof Jodie HUNTER Massey University	32 500
Türkiye	Assoc Prof Veysel Akçakın Uşak University
United Kingdom	Asst Prof Gosia MARSCHALL University of Cambridge

The MWB Measure of Mathematical Well-being

Instruments:

Questionnaire (English version)

Questionnaire (Young learners version, Chinese)

Questionnaire (Young learners version, English translated version)

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