Understanding Emotions in Mathematical Thinking and Learning

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.

Autorentext
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.

Klappentext

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.

Inhalt

PART I INTRODUCTION: AN OVERVIEW OF THE FIELD
1. An Overview of the Growth and Trends of Current Research on Emotions and Mathematics

2. Appraising Emotion in Mathematical Knowledge: Reflections on Methodology

   PART II COGNITION AND EMOTION IN MATHEMATICAL ACTIVITY
   3. Being in Control

3. Epistemic States of Convincement: A Conceptualization from the Practice of Mathematicians and Neurobiology

4. The Impact of Anxiety and Working Memory on Algebraic Reasoning

   PART III EMOTIONS IN THE LEARNING AND TEACHNING OF MATHEMATICS
   *PART IIIA LEARNERS IN DIFFERENT EDUCATIONAL LEVELS
   *6. Students' Emotional Experiences Learning Mathematics in Canadian Schools

5. "I did Use to Like Maths...": Emotional Changes Towards Mathematics During Secondary School Education

6. When Being Good at Math Is Not Enough: How Students' Beliefs About the Nature of Mathematics Impact Decisions to Pursue Optional Math Education

   PART IIIB LEARNERS WITH MATHEMATICAL DIFFICULTIES
   9. Special Needs in Mathematics Classrooms: Relationships with Others

7. The Construct Mathematical Resilience

   PART IIIC LEARNERS OUT OF THE SCHOOL
   11. The Emotions Experienced While Learning Mathematics at Home

8. Parents' and Children's Mathematics Anxiety

   PART IIID MATHEMATICS TEACHERS
   13. 'I Hate Maths': Changing Primary School Teachers' Relationship with Mathematics

9. Using Students' Emotional Experiences to Guide Task Design in Mathematics Content Courses

   PART IV THEORETICAL ADVANCES
   15. Digging Beneath Dual Systems Theory and the Bicameral Brain: Abductions About the Human Psyche from Experience in Mathematical Problem Solving

10. On the Irreducibility of Acting, Emoting, and Thinking: A Societal-Historical Approach to Affect in Mathematical Activity
11. Emotional Orientations and Somatic Markers: Expertise and Decision-Making in the Mathematics Classroom