Research into if, and how, students’ emotions change during problem-solving, the factors behind the change, and the potential impact of a certain emotional change on mathematical activity, may provide significant indications regarding students’ problem-solving difficulties, and regarding the link between affective and cognitive factors “in context”. In this paper we describe the results of a pilot study conducted at primary school level, while also emphasising the methodological choices made in relation to the young ages of the students involved.
The flow of emotions in primary school problem solving
DI MARTINO, PIETRO;
2015-01-01
Abstract
Research into if, and how, students’ emotions change during problem-solving, the factors behind the change, and the potential impact of a certain emotional change on mathematical activity, may provide significant indications regarding students’ problem-solving difficulties, and regarding the link between affective and cognitive factors “in context”. In this paper we describe the results of a pilot study conducted at primary school level, while also emphasising the methodological choices made in relation to the young ages of the students involved.File in questo prodotto:
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