The ADD ME Affective Domain Framework has been adapted from Krathwohl et al.’s (1964) original Affective Domain continuum to focus specifically on mathematics teaching and learning. While we use ‘mathematical learning’, the various levels can be considered for a specific concept or skill (e.g., quadratic equations, fractions, graphing a line), particular subject areas (e.g., algebra, geometry), or more broadly, for mathematics as a subject area.
Level 1 starts with being open and willing to learn a new math concept or skill and its potential value. This is particularly important given that many students develop increasingly negative attitudes toward learning mathematics as they progress through grade levels.
Level 2 focuses on engagement with the concept or skill in a ‘real-world’ problem or other context provided by a teacher, textbook, or other source. Students recognize that the concept or skill has some value, although it may not be relevant or meaningful to them. This is a commonly targeted level when using examples from textbooks and pre-made assessment items, including sample standardized test items.
Level 3 reflects a progression from relying on others to provide examples of real problems or applications where math has value to students being able to recognize and identify examples of ‘real-world’ or other applications on their own, regardless of whether the context is relevant or meaningful to them. This may include internet searches, examples seen in the news, or something they hear about outside of class.
Level 4 marks a shift from general ‘real-world’ examples to students identifying, exploring, and sharing ‘my-world’ applications of a concept or skill with direct personal relevance, either to themselves or their families, friends, and communities. Contexts can range from extracurricular activities, to what their learning in another class, to imaginative contexts from their favorite books, movies, or their own creative minds.
This level may also include open-ended tasks with teacher-posed contexts that allow students to draw on their own knowledge and experiences to interpret and address the task in their own unique way. An example of this is a mathematical modeling task. While the teacher may provide the context, the modeling process allows space for students to draw on their own knowledge and experiences, allowing them to identify and build personal connections with their mathematical learning.
Level 5 is reached when mathematical learning begins to shape students’ thinking and behavior in all aspects of their lives. Students apply the concept of skill in their lives outside of class, either intentionally or unintentionally, and may also help others see opportunities and understand how to apply it in their lives.
Framework considerations:
It is expected that students will progress to more advanced levels of affective development with some concepts and not with others. In ADD ME, we do not propose the aim of all students reaching the highest level off affective development for every single mathematical concept and skill. Instead, our focus is on helping teachers target development that extends beyond Level 2 and increase the frequency and consistency of opportunities and support for this development.
Teachers using this framework have noted instances that seem to fit two different levels. For example, a teacher may ask a student what they did over the weekend to identify something of value to the student that can be connected with new learning. If the teacher makes the connection, it seems like Level 2, but when co-constructed, it has personal meaning consistent with Level 4. Our team considers this Level 2, because a student who has progressed to Level 4, even just for a single concept, should be able to seek out and identify these cases on their own. More broadly, affective development at Level 4 includes the learner’s ability to view their world, activities, etc. through a lens shaped by their mathematical learning.
We encourage you to continue to raise new questions for consideration and discussion as you apply this in your own practice!