Decoding emotions in relation to perceived difficulty: How primary students engage with mathematical tasks

This study explores emotional factors influencing primary school students' perceived difficulty when solving mathematical tasks. The research involved 49 students aged 7 to 9, with 20 of them being interviewed. The aim was to identify emotions related to perceived task difficulty through qualitative analysis of semi-structured interviews. Students engaged in collaborative, geometry-focused activities using Lénárt spheres. The results indicate that while emotional factors, both positive and negative, emerged, students often struggled to articulate these emotions. The findings suggest that emotions are meaningful and independent contributors to perceived difficulty. Further research is required to deepen understanding of the role emotions play in students' learning experiences.