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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. - Covers methodologies in studying emotion in mathematical knowledge - Reflects the diverse and innovative nature of the methodological approaches and theoretical frameworks proposed by current investigations of emotions and mathematical cognition - Includes perspectives from cognitive experimental psychology, neuroscience, and from sociocultural, semiotic, and discursive approaches - Explores the role of anxiety in mathematical learning - Synthesizes unifies the work of multiple sub-disciplines in one place
The crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion of many people to maths. This book addresses these issues by considering a number of key problems in maths education and numeracy: *differences among social groups, especially those related to gender and social class *the inseparability of cognition and emotion in mathematical activity *the understanding of maths anxiety in traditional psychological, psychoanalytical and feminist theories *how adults' numerate thinking and performance must be understood in context. The author's findings have practical applications in education and training, such as clarifying problems of the transfer of learning, and of countering maths anxiety.
Tiivistelmä: Tunne matemaattisessa ajattelussa ja matematiikan oppimisessa.
Mathematics education research has blossomed into many different areas which we can see in the programmes of the ICME conferences as well as in the various survey articles in the Handbooks. However, all of these lines of research are trying to grapple with a common problem, the complexity of the process of learning mathematics.
This volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in people’s everyday lives as well as sophisticated new problems for society at large. Mathematical modelling and real world applications are considered as having potential for cultivating sense making in classroom settings. This book focuses on the educational perspective, researching the complexities encountered in effective teaching and learning of real world modelling and applications for sense making is only beginning. All authors of this volume are members of the International Community of Teachers of Mathematical Modelling (ICTMA), the peak research body into researching the teaching and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace.
We’ve all been told that thinking rationally is the key to success. But at the cutting edge of science, researchers are discovering that feeling is every bit as important as thinking. You make hundreds of decisions every day, from what to eat for breakfast to how you should invest, and not one of those decisions would be possible without emotion. It has long been said that thinking and feeling are separate and opposing forces in our behavior. But as Leonard Mlodinow, the best-selling author of Subliminal, tells us, extraordinary advances in psychology and neuroscience have proven that emotions are as critical to our well-being as thinking. How can you connect better with others? How can you make sense of your frustration, fear, and anxiety? What can you do to live a happier life? The answers lie in understanding your emotions. Journeying from the labs of pioneering scientists to real-world scenarios that have flirted with disaster, Mlodinow shows us how our emotions can help, why they sometimes hurt, and what we can learn in both instances. Using deep insights into our evolution and biology, Mlodinow gives us the tools to understand our emotions better and to maximize their benefits. Told with his characteristic clarity and fascinating stories, Emotional explores the new science of feelings and offers us an essential guide to making the most of one of nature’s greatest gifts.
In the book, the relationship between affect and modeling is discussed because, as educational psychologists have suggested for decades, affect directly influences achievement. Moreover, given the importance of mathematical modeling and the applications to high level mathematics, it provides the field of mathematics psychology with insight regarding affect, in relation to mathematical modeling. By doing so it helps determine the degree to which understanding of mathematics and understanding affect in mathematical modeling episodes may have a direct effect on cognition.
The crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion of many people to maths. This book addresses these issues by considering a number of key problems in maths education and numeracy: *differences among social groups, especially those related to gender and social class *the inseparability of cognition and emotion in mathematical activity *the understanding of maths anxiety in traditional psychological, psychoanalytical and feminist theories *how adults' numerate thinking and performance must be understood in context. The author's findings have practical applications in education and training, such as clarifying problems of the transfer of learning, and of countering maths anxiety.
This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?
Online education has become a major component of higher education worldwide. In mathematics and statistics courses, there exists a number of challenges that are unique to the teaching and learning of mathematics and statistics in an online environment. These challenges are deeply connected to already existing difficulties related to math anxiety, conceptual understanding of mathematical ideas, communicating mathematically, and the appropriate use of technology. Teaching and Learning Mathematics Online bridges these issues by presenting meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with our professional community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content. Features Based on the experiences of working educators in the field Assimilates the latest technology developments for interactive distance education Focuses on mathematical education for developing early mathematics courses