International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Students’ and Teachers’ Perspectives on Social-emotional Support When Learning Mathematics Via Anonymous Whatsapp Posts

Ruti Segal, Yaniv Biton, Olga Fellus

Oranim Academic College of Education

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1323–1330ISSN 2790-36482026Scopus conference code 336559
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Abstract

This paper is part of a larger mixed-methods study that focuses on 152 students’ and 24 teachers’ perspectives of the experience of learning mathematics via anonymous WhatsApp posts. The study was conducted within the Bagroup program, a statewide initiative supporting Grade 11-12 students in preparing for their matriculation exams in mathematics. Following registration, students were assigned to 40 WhatsApp groups with approximately 100 students each. The groups engage in solving mathematical problems for three months before the exam. Social-emotional aspects were the objects of investigation. Data comprised the WhatsApp posts and questionnaires. Findings suggest that learning through WhatsApp occasions makes readily available emotional support and an increased sense of confidence.

Keywords

Social networksWhatsAppSocial Emotional LearningHigh school studentsTeachers

Recommended citation

Segal, R., Biton, Y., & Fellus, O. (2026). Students’ and Teachers’ Perspectives on Social-emotional Support When Learning Mathematics Via Anonymous Whatsapp Posts. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1323–1330). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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