Experiencing a shift in relationship towards disaffections with mathematics in the classroom

Disaffection with mathematics is a widespread experience, with individuals expressing varied reasons for their dislike of the subject. This research focuses on the narrative of four individuals who underwent a shift from positive to negative attitudes toward mathematics during their journey from kindergarten to grade 12, examining how this disengagement has impacted their adult lives. Using Clandinin and Connelly's narrative inquiry framework, the study creates and analyzes the stories of these individuals. Through this examination, it becomes evident that there is no single cause for students' negative relationships with mathematics; rather, each person's experience is shaped by a unique combination of themes and influences.