Article Review
Mathematical caring relations as a framework for supporting research and
learning
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Lloyd, G., Wilson, M., Wilkins, J., &
Behm, S. (2005). Mathematical caring relations as a framework for supporting
research and learning. The proceedings of
the 27th annual meeting of the North American chapter of the international
group for the psychology of mathematics education, 1(1), 1-8.
This
article addresses on the mathematical caring relations as a method of improving
the relationships between the students and the teachers. This method of study
was advantageous in that it allowed the extension of previous research on the
way students constructed incorrect fractions and the learning process of both
teachers and students (Lloyd, Wilson, Wilkins, & Behm, 2005).
For
mathematical caring relations to be said to have occurred, there must be the
learning of mathematics together with responses from both the teachers and
students. Assessing mathematical caring relations (MCRs) in research has been
concluded to aid the interactions that aim at improving the learning process.
Social
interaction between teachers and students can lead either to depletion or to
stimulation of the two. The degrees of both may be negligible and tend not to
show. However, at certain situations, one could outweigh the other. In the
learning process, the feeling of depletion may dominate due to various reasons.
The
researcher experienced learning even when the student did not learn how to make
improper fractions in the course of the experiment. This was because of the
depletion she showed during the experiment.
With this
understanding, teachers should understand their students and develop ways to
harmonize better with such students. They should incorporate the students’
current schemes in order to avoid the cases of sustained depletion from the
students that are likely to affect the learning process.
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