The name of this paper and the presentation which accompanies it is "Mathematics classrooms - why are some fireworks and others just sparklers?" Why is it that some classrooms are vibrant places of lively debate, reasoning and mathematical inquiry and others are places of anxiety and disengagment? The following article will address research that underpins some of the affective elements that need to be considered in order to tackle the content of mathematics in a way that makes students feel engaged in the mathematics learning process.


mathematics, learning process, engagement, disengagement

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