Abstract
Despite much research exploring affect within a mathematics context, poor student engagement in mathematics persists internationally. There is limited research examining mathematics classroom practice and students' affect, with the potential to inform teachers' practice. This scoping review analysed this limited literature. Of 250 papers analysed, only 26 papers adequately described classroom practices, considered students’ affective state in response to the practice, and considered mathematics learning outcomes. Collectively, these explore very few of the practices used in mathematics classrooms, highlighting the need for more and improved practice-focussed research to better inform efforts to improve student engagement in mathematics.
•Despite extensive mathematics affect research the problem of poor student engagement in mathematics persists internationally.•This scoping review demonstrates there is limited research examining classroom practices, affect and mathematics outcomes.•Improved focus on classroom practice in research examining mathematics and affect is required.•The explanatory model presented describes the interaction of students’ affect, classroom practices, and mathematical learning.