Negative Teachers’ Experience with Mathematics: Literature Review 2010-2024

Abstract

A comprehensive survey of existing literature on the adverse experience of teachers with mathematics was undertaken to assess current research. The literature review included studies published from 2010 to 2024. The PRISMA methodology was used to conduct a search across four databases which identified twenty-one articles that met the predetermined selection criteria. Throughout the review process, the concept of “mathematical redemption” emerged, providing a promising outlook for individuals who have previously struggled with mathematics during their educational journey. According to the findings, most research on negative mathematical experiences has focused on elementary teachers, which is also the educational level where the most significant negative experiences are reported. Interest in the investigation of instructor mathematical experiences increased significantly in 2022, particularly in Italy which published the highest volume of research. Nevertheless, the literature review identified a lack of  studies specifically examining Mathematical Redemption. Instructors frequently encounter ongoing, unresolved negative experiences related to mathematics, which adversely affect their teaching methods and the mathematical understanding of their students. Therefore, it is recommended that future research consider examining the initial mathematical experience of teachers more comprehensively, in order to identify possible pathways for resolving their unfavorable experience. Such an approach would contribute to enhancing the conceptual and practical importance of mathematical redemption within the domain of mathematics education.