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August 2, 2026Journal of Mathematics Teacher EducationOpen Access

Emotional experiences during experimenting with tasks and pedagogies: investigating secondary mathematics teachers’ collective and individual expressions

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Authors

KWKarina J. WilkieMonash UniversityLHLouise M. HodgsonDepartment of Education TasmaniaDCDoug M. ClarkeAustralian Catholic University

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Overview

Qualitative exploration of teachers’ emotional experiences during pedagogical experimentation, suggesting impacts on teaching identity.

Key Points

  • This study aims to explore the emotions of secondary mathematics teachers as they experiment with new teaching practices.
  • Six Australian secondary mathematics teachers participated in the study.
  • Teachers engaged in non-traditional algebra learning tasks and problem-solving pedagogies.
  • Data was collected through teachers' expressions in both collective and individual settings.
  • Teachers expressed a mix of positive and negative emotions, indicating emotional costs despite perceived benefits for students.
  • Collective discussions encouraged identity talk among teachers, revealing a shared narrative on their experiences.
  • Teachers reported more positive emotional expressions with explicit labels but implied negative feelings with ambiguous descriptions.

Cite This Study

Wilkie et al. (2026) studied this question.

synapsesocial.com/papers/6a6eeadb1b0468a7eeab35ebhttps://doi.org/10.1007/s10857-026-09774-x
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