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

    Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

    Sammanfattning

    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
    Originalspråkengelska
    TidskriftResearch in Mathematics Education
    Volym14
    Utgåva2
    Sidor (från-till)137-161
    Antal sidor25
    ISSN1479-4802
    DOI
    StatusPublicerad - 2012
    MoE-publikationstypA1 Tidskriftsartikel-refererad

    Vetenskapsgrenar

    • 516 Pedagogik

    Citera det här

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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",
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    Exploring new dimensions of mathematics-related affect: embodied and social theories. / Hannula, Markku S.

    I: Research in Mathematics Education, Vol. 14, Nr. 2, 2012, s. 137-161.

    Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

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