GAUGING STUDENTS’ MATHEMATICAL LIVED LEARNING EXPERIENCES

Abstract

This study explores students' lived experiences in mathematical learning environments, aiming to understand how these experiences shape their attitudes, comprehension, and overall success in mathematics. Through a qualitative approach, we engaged with students from diverse backgrounds to gather in-depth insights into their personal encounters with mathematical concepts, instructional methods and classroom dynamics. The findings reveal a complex interplay between students' emotions, cognitive processes, and social interactions that significantly influence their learning trajectories. By analyzing these lived experiences, the study provides valuable perspectives for educators to enhance instructional strategies and create more inclusive, supportive mathematical learning environments. This research also contributes to the broader discourse on improving mathematics education by emphasizing the importance of understanding students' personal experiences as central to fostering deeper engagement and achievement in mathematics.

Keywords: students’ mathematical lived-experiences, classroom dynamics, diverse backgrounds