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E-raamat: Understanding Emotions in Mathematical Thinking and Learning

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  • Formaat: PDF+DRM
  • Ilmumisaeg: 12-May-2017
  • Kirjastus: Academic Press Inc
  • Keel: eng
  • ISBN-13: 9780128024898
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Understanding Emotions in Mathematical Thinking and LearningSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 12-May-2017
  • Kirjastus: Academic Press Inc
  • Keel: eng
  • ISBN-13: 9780128024898
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Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes involved in learning and doing mathematics, including processing of numerical and physical magnitudes (e.g. time and space), performance in arithmetic and algebra, problem solving and reasoning attitudes, learning technologies, and mathematics achievement. Additionally, it covers social and affective issues such as identity and attitudes toward mathematics.

  • Covers methodologies in studying emotion in mathematical knowledge
  • Reflects the diverse and innovative nature of the methodological approaches and theoretical frameworks proposed by current investigations of emotions and mathematical cognition
  • Includes perspectives from cognitive experimental psychology, neuroscience, and from sociocultural, semiotic, and discursive approaches
  • Explores the role of anxiety in mathematical learning
  • Synthesizes unifies the work of multiple sub-disciplines in one place

Muu info

Multidisciplinary approach to the critical role emotion plays in mathematical learning and cognition
Contributors xi
Preface xiii
I INTRODUCTION: AN OVERVIEW OF THE FIELD
1 An Overview of the Growth and Trends of Current Research on Emotions and Mathematics
Ulises Xolocotzin Eligio
Introduction
3(4)
Method
7(2)
Results
9(10)
Conclusions
19(2)
Appendix A Articles Reviewed and Their Classifications by Year Period, Research Context, and Research Trend
21(14)
References
35(8)
2 Appraising Emotion in Mathematical Knowledge: Reflections on Methodology
Ines M. Gomez-Chacon
Introduction
43(2)
Systemic Approach to the Study of Emotions
45(2)
Study of Emotional Experience: A Holistic Approach
47(1)
Methodological Considerations in the Interrelationships Between Cognition and Affect in Mathematics
48(3)
The Local Dimension of Emotion
51(6)
The Global Dimension of Emotion
57(6)
Conclusive Issues
63(2)
Epilog: Open Questions and Unresolved Issues
65(1)
Appendix Classroom Session
66(4)
Acknowledgments
70(1)
References
70(7)
II COGNITION AND EMOTION IN MATHEMATICAL ACTIVITY
3 Being in Control
Alexandre Borovik
Naming Infinity
77(1)
Quest for Control
78(4)
Caveats and Disclaimers
82(3)
Taming Mathematical Entities
85(1)
Nomination
86(3)
Names as Spells
89(2)
Some Conjectures
91(1)
Children and Infinity
92(1)
Edge of the Abyss
93(2)
Conclusions
95(1)
Acknowledgments
96(1)
References
96(2)
4 Epistemic States of Convincement. A Conceptualization from the Practice of Mathematicians and Neurobiology
Mirela Rigo-Lemini
Benjamin Martinez-Navarro
States of Convincement in the Professional Practice of Mathematics
98(12)
Epistemic States as Emotions and Feelings
110(19)
References
129(4)
5 The Impact of Anxiety and Working Memory on Algebraic Reasoning
Kelly Trezise
Robert A. Reeve
Introduction
133(5)
Examination of MA, WM, and Algebra Relationships in Three Studies
138(4)
Examination of WM, Worry, and Algebra Relationships in Three Studies
142(7)
Discussion
149(3)
References
152(11)
III EMOTIONS IN THE LEARNING AND TEACHING OF MATHEMATICS
IIIA LEARNERS IN DIFFERENT EDUCATIONAL LEVELS
6 Students' Emotional Experiences Learning Mathematics in Canadian Schools
Jo Towers
Miwa A. Takeuchi
Jennifer Hall
Lyndon C. Martin
Introduction
163(1)
Review of the Literature
164(2)
Theoretical Framework
166(1)
Research Design
167(2)
Findings
169(10)
Discussion and Implications
179(4)
Conclusion
183(1)
References
184(3)
7 "I Did Use to Like Maths...": Emotional Changes Toward Mathematics During Secondary School Education
Paul Hernandez-Martinez
Maria Pampaka
Introduction
187(1)
Review of Relevant Literature and Theoretical Approach
188(5)
Methodology
193(5)
Results
198(17)
Discussion and Conclusions
215(3)
Acknowledgments
218(1)
References
218(2)
Further Reading
220(1)
8 When Being Good at Math Is Not Enough: How Students' Beliefs About the Nature of Mathematics Impact Decisions to Pursue Optional Math Education
Michelle Hurst
Sara Cordes
Introduction
221(3)
Math Beliefs: Negative Myths Impacting Achievement
224(6)
Math Beliefs: Positively Impacting Children's Beliefs
230(3)
Case Study: The Underrepresentation of Women in Math
233(2)
Moving Forward
235(2)
Conclusion
237(1)
References
237(8)
IIIB LEARNERS WITH MATHEMATICAL DIFFICULTIES
9 Special Needs in Mathematics Classrooms: Relationships With Others
Melissa Rodd
Whose Needs Are "Special"?
245(3)
Orientation to Psychoanalysis and Special Needs in Maths Classrooms
248(2)
Theoretical Frame: Winnicott's "Facilitating Environment": An Environment of Relationships
250(2)
Application: To Special Learners of Mathematics
252(6)
In Teaching Practice
258(6)
Discussion and Critique
264(2)
Acknowledgments
266(1)
References
266(1)
Further Reading
267(2)
10 The Construct of Mathematical Resilience
Clare Lee
Sue Johnston-Wilder
Introduction
269(1)
The Need for Mathematical Resilience
270(3)
Mathematical Resilience
273(7)
Relating Mathematical Resilience to Other Constructs
280(6)
Teaching for Mathematical Resilience
286(1)
Coaching for Mathematical Resilience
286(1)
Conclusions
287(1)
References
288(3)
Further Reading
291(4)
IIIC LEARNERS OUT OF THE SCHOOL
11 The Emotions Experienced While Learning Mathematics at Home
Janet Goodall
Sue Johnston-Wilder
Rosemary Russell
Introduction
295(1)
Education vs Schooling
296(5)
Experiences at Home
301(4)
Transformation
305(3)
The Everyday Maths Project
308(1)
The Way Forward
309(1)
References
310(5)
12 Parents' and Children's Mathematics Anxiety
Sophie Batchelor
Camilla Gilmore
Matthew Inglis
An Overview of Mathematics Anxiety Research
315(3)
Where Does Childhood Anxiety Come From?
318(4)
Do Parental Influences Play a Role in the Development of Mathematics Anxiety?
322(2)
An Investigation of Parents' and Children's Mathematics Anxiety
324(5)
General Discussion: Key Findings and Emerging Questions
329(2)
References
331(9)
IIID MATHEMATICS TEACHERS
13 "I Hate Maths": Changing Primary School Teachers' Relationship With Mathematics
Mike Askew
Hamsa Venkat
The Dichotomies: Some Literature and Theory
340(6)
The IHM Workshops: Emotions at the Heart of Principles and Practices
346(3)
Teachers' Responses to the WMC-P Professional Development
349(3)
Concluding Comments
352(1)
References
353(3)
14 Using Students' Emotional Experiences to Guide Task Design in Mathematics Content Courses
Kelli M. Slaten
Sarah E. Ives
Background Literature
356(4)
Conceptual Framework
360(1)
Methodology
361(4)
Findings
365(3)
Discussion
368(2)
Appendix: NVivo Coding Query for "Consistently Frustrated vs. Personal Goals"
370(3)
References
373(6)
IV THEORETICAL ADVANCES
15 Digging Beneath Dual Systems Theory and the Bicameral Brain: Abductions About the Human Psyche From Experience in Mathematical Problem Solving
John Mason
Martina Metz
Introduction
379(3)
Phenomena
382(2)
Theoretical Frame
384(9)
The Goldfish Problem
393(10)
Lessons Learned: Informing Future Action
403(1)
References
404(3)
Further Reading
407(3)
16 On the Irreducibility of Acting, Emoting, and Thinking: A Societal-Historical Approach to Affect in Mathematical Activity
Wolff-Michael Roth
Margaret Walshaw
Background
410(2)
Affect: A Societal-Historical, Pragmatic Approach
412(1)
Affect: A Reflection (Measure) of the Person-Environment Unit
413(2)
Experience [ Perezivanie]: Category and Unit of Analysis
415(1)
Affect in an Elementary Mathematics Classroom
416(1)
Introduction: Ethnographic and Analytic Background
416(5)
A Case Study of Affect in a Mathematics Lesson
421(4)
Case Discussion
425(1)
General Discussion
426(3)
References
429(2)
Further Reading
431(2)
17 Emotional Orientations and Somatic Markers: Expertise and Decision Making in the Mathematics Classroom
David Reid
Laurinda Brown
Tracy Helliwell
Introduction
433(1)
Mr. Hatt---Which One's The Best?
434(8)
Ms. Hutt---Changing Schools
442(6)
Conclusions
448(1)
References 449(2)
Index 451
Ulises Xolocotzin is a faculty member in the Mathematics Education Department at the Centre for Research and Advanced Studies of the National Polytechnic Institute (Cinvestav-IPN). He completed his undergraduate studies in Psychology, and an MSc in Educational Psychology, at the National Autonomous University of Mexico (UNAM). Following this, he obtained a PhD in Psychology at the Learning Sciences Research Institute in the University of Nottingham. After postdoctoral positions at the University of Bristol and Cinvestav, he was a full-time researcher in the Education and University Research Institute (IISUE) at UNAM. His work focuses on the psychology of mathematics education, with a special interest in how emotion relates to cognition during mathematical activity.
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