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首页> 外文期刊>Educational Studies in Mathematics >“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom
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“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

机译：“接受情感复杂性”：社会建构主义视角下的情感在数学课堂中的作用

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摘要

A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving.
机译：社会建构主义对学习和情感的描述强调了每项学习活动的定位，并指出了学生学习和解决问题过程中认知，情感和情感因素之间的紧密相互作用。情感被认为是由特定情况下认知，生理和动机过程的动态相互作用所构成的。理解情绪在数学课堂中的作用意味着要理解这些处境过程的本质以及它们与学生解决问题行为的关系。我们将提供来自4个不同初中班中16名学生的多案例研究数据，旨在研究学生在课堂上解决数学问题时的情绪过程。在识别出不同的情绪并分析它们与动机和认知过程的关系之后，将研究与学生与数学相关的信念的关系。我们将专门使用弗兰克的案例来说明如何使用各种不同的研究工具进行周到的组合，从而使我们能够收集有关情感在数学问题解决中的作用的有见地的数据。

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