ABSTRACT
Mathematical education is often preoccupied with developing students’ cognitive skills and raising achievement rather than any consideration of student well-being. There are many dimensions to well-being, including engagement, perseverance, emotions and relationships. The authors discuss the findings from their extensive survey of culturally diverse students (age 13–14) in a range of schools in the state of Victoria in Australia. Analysis of the data shows that across all students, positive classroom relationships was by far the most common dimension, followed by a sense of engagement and mathematical understanding. Although there were some culturally different responses, students referenced a ‘good’ teacher as one who is engaging, makes mathematical explanations with clarity, understands the learning needs of students, providing individual assistance when required.
