"Accepting Emotional Complexity": A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

Autor/inn/en	Eynde, Peter Op't; De Corte, Erik; Verschaffel, Lieven
Titel	"Accepting Emotional Complexity": A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom
Quelle	In: Educational Studies in Mathematics, 63 (2006) 2, S.193-207 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-006-9034-4
Schlagwörter	Correlation; Cognitive Processes; Affective Behavior; Problem Solving; Mathematics Education; Case Studies; High School Students; Learning Processes; Constructivism (Learning); Emotional Response; Student Motivation + Suchen Sie Ihr Suchwort? Korrelation; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Problemlösen; Mathematische Bildung; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Emotionales Verhalten; Schulische Motivation
Abstract	A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students' learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students' problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students' emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students' mathematics-related beliefs will be examined. We will specifically use Frank's case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10