Creating a child friendly psychosocial learning environment in mathematics: A case of problem solving in grade 6

Abstract

This article aims to explore the question, ‘How to create a child friendly psychosocial learning environment in teaching young learners mathematics?'. I report on lessons taught during action research collaboration between Joel, a male primary mathematics teacher, and I, a female mathematics educator. I used field-notes, journal entries, and lesson and interview transcripts to construct vignettes of two of the lessons taught by Joel in grade six mathematics teaching in a rural school. The vignettes are constructed using the strategy of narrative analysis. I, thereafter, explore the question in more detail using analysis of narrative strategy. It was found that young learners (aged 11years to 12 years) could direct their own learning if offered opportunities to construct, refine and use their own representations in solving mathematics problems. The psychosocial learning environment created promoted learners’ engagement in mathematical reasoning, and search for mathematical connections. This process encompassed a caring attitude, openness and a relaxed mood. Hence, I offer some implications for mathematics teachers with respect to classroom practices, and the teacher-learner interpersonal relationship.