Exploring new dimensions of mathematics-related affect: embodied and social theories

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    This paper will review theoretical approaches for research on mathematics-related affect from the 1990s until today. In order to organise this field, a
    metatheory of the affective domain is developed, based on distinctions along three dimensions: 1) cognitive, motivational and emotional aspects of affect; 2) rapidly changing affective states versus relatively stable affective traits; and 3) the social, psychological and physiological nature of affect. Using ideas from enactivism and other system theories, the third dimension is elaborated. The embodied perspective brings forth on the one hand the evolutionary basis of human affect, and on the other the individual developmental perspective. Classroom microculture and cross-cutting social variables (e.g., gender and ethnicity) are identified as two different ways of theorising the social dimension of mathematics-related affect
    Original languageEnglish
    JournalResearch in Mathematics Education
    Volume14
    Issue number2
    Pages (from-to)137-161
    Number of pages25
    ISSN1479-4802
    DOIs
    Publication statusPublished - 2012
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 516 Educational sciences
    • metatheory
    • Affect
    • social
    • BELIEFS
    • ATTITUDES
    • Embodiment

    Cite this

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    abstract = "This paper will review theoretical approaches for research on mathematics-related affect from the 1990s until today. In order to organise this field, ametatheory of the affective domain is developed, based on distinctions along three dimensions: 1) cognitive, motivational and emotional aspects of affect; 2) rapidly changing affective states versus relatively stable affective traits; and 3) the social, psychological and physiological nature of affect. Using ideas from enactivism and other system theories, the third dimension is elaborated. The embodied perspective brings forth on the one hand the evolutionary basis of human affect, and on the other the individual developmental perspective. Classroom microculture and cross-cutting social variables (e.g., gender and ethnicity) are identified as two different ways of theorising the social dimension of mathematics-related affect",
    keywords = "516 Educational sciences, Mathematics education, Affect, beliefs, emotions, Attitude, embodied cognition, socio-cultural perspective, metatheory, metatheory, Affect, social, BELIEFS, ATTITUDES, Embodiment",
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    Exploring new dimensions of mathematics-related affect: embodied and social theories. / Hannula, Markku S.

    In: Research in Mathematics Education, Vol. 14, No. 2, 2012, p. 137-161.

    Research output: Contribution to journalArticleScientificpeer-review

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