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<p>Students’ affective development in mathematics is a global concern. As students go through school, they increasingly suffer from mathematics anxiety, low engagement in mathematics, and negative attitudes toward mathematics. To address these challenges, scholars have introduced a new construct called Mathematical Wellbeing (MWB). MWB, or students’ subjective experiences of feeling good and functioning well in mathematics, is a comprehensive construct that integrates affective, social, and cognitive domains within a unified framework. The construct has received significant attention of late, making it a productive time to take stock of the current state of the field. This study uses a systematic review methodology to synthesise research on MWB and offer direction for future research. The review explores how scholars are conceptualising MWB, the methodologies they are using to study it, the characteristics of research samples, and the major findings of current literature. Based on the review, five key directions for future research are offered: scholars might (1) increase methodological heterogeneity for research on MWB, moving beyond self-report surveys; (2) expand the scope and include more countries in the study of MWB; (3) conduct studies with students in early childhood and secondary grades; (4) design targeted interventions to foster positive MWB in students.</p>

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Mathematical wellbeing: an emerging construct with exciting potential

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月25日

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  • Tye Campbell

摘要

Students’ affective development in mathematics is a global concern. As students go through school, they increasingly suffer from mathematics anxiety, low engagement in mathematics, and negative attitudes toward mathematics. To address these challenges, scholars have introduced a new construct called Mathematical Wellbeing (MWB). MWB, or students’ subjective experiences of feeling good and functioning well in mathematics, is a comprehensive construct that integrates affective, social, and cognitive domains within a unified framework. The construct has received significant attention of late, making it a productive time to take stock of the current state of the field. This study uses a systematic review methodology to synthesise research on MWB and offer direction for future research. The review explores how scholars are conceptualising MWB, the methodologies they are using to study it, the characteristics of research samples, and the major findings of current literature. Based on the review, five key directions for future research are offered: scholars might (1) increase methodological heterogeneity for research on MWB, moving beyond self-report surveys; (2) expand the scope and include more countries in the study of MWB; (3) conduct studies with students in early childhood and secondary grades; (4) design targeted interventions to foster positive MWB in students.