Friendship groups and affective relationships in mathematics learning

Affective aspects of mathematics learning are widely studied, yet the impact of friendship groups on the phenomenon of mathematical reasoning is less well documented. This study describes how students (aged 11 to 14 years) reported how they worked together, how their friendships impacted on their capacity to engage with mathematical reasoning and how these relationships were a mediating tool for their mathematics learning. Findings suggest that friendship groups provide these young people with a learning environment in which they can comfortably challenge each other, seek justifications, use ‘street language’ in order to clarify their position and provide a ‘safe’ environment for expressing their learning frustration