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TWG 8: Affect and the Teaching and Learning of Mathematics

Explore the evolution of affect in mathematics education from past to present and anticipate future developments. Delve into the impact of emotions, self-control, context, problem-solving, and students' achievement.

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TWG 8: Affect and the Teaching and Learning of Mathematics

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  1. TWG 8: Affect and the Teaching and Learning of Mathematics

  2. TWG 8 at CERME (the past) • CERME 3 (2003): Bellaria, Italy • CERME 4 (2005): Sant Feliu de Guixols, Spain • CERME 5 (2007): Larnaca, Cyprus • CERME 6 (2009): Lyon, France • CERME 7 (2011): Rzeszow, Poland • CERME 8 (2013): Antalya, Turkey • CERME 9 (2015): Prague, Czech Republic • CERME 10 (2017): Dublin, Ireland

  3. Evolution of Affect in Mathematics Education McLeod (1992) Beliefs Cognitive Affective Hannula (2011, p. 38)

  4. Evolution of Affect in Mathematics Education Hannula, Op ‘t Eynde, Schloglmann & Wedege (2007, p. 204)

  5. Evolution of Affect in Mathematics Education Beswick (2012, p. 130)

  6. Evolution of Affect in Mathematics Education Hannula (2011, p. 46)

  7. Evolution of TWG 8 • more countries represented • more papers submitted and presented • more qualitative research methodologies used • Increase in teacher affect trait and state research • increase in the use of affective frameworks for analyzing phenomena • increased interest in emotions • increased interest in meta-affective aspects • increased interest in interest • increased interest in creativity • increased interest in self-regulation • Increased interest in participationist perspectives • complementarity research from different perspectives

  8. CERME 10 - TWG 8 (the present) • 24 papers • 2 posters • 12 countries • 11 newcomers • TWG 7 (creativity) joined us

  9. CERME 10 - TWG 8 • beliefs • motivation • values • emotions • needs • relaxed • memory • aesthetic • confidence • meta-affect • identity • self-efficacy • meaning • motivation • values • images • views • flow • perseverance • tolerance • interest

  10. 1. EMOTIONS The double nature (state/trait) of emotions. The social and the individual nature of emotions. • cause or symptom (Di Martino) • socio-emotional (Viitala) • emotional situations (Martinez-Sierra) • emotions in situ (Lewis) • errors (Lake) • perplexity (Gómez-Chacón) • joy (Mellroth) The different pathways of emotions – go on, give up. The linguistic issues (ambiguity, communication to researchers, labels associated to a different meanings). Emotions are not directly observable – what are the indicators?

  11. 2. SELF / CONTROL • self-efficacy (Street) • self-perception (Di Martino) • self-regulation (Keffe) • meta-cognition (Mungenast) • meta-affect (Daher) • identity (Funghi) • personal meaning (Suriakumaran) • tolerance/perseverance (Liljedahl) Students’ self concept influence how they interpret the environment. The context provide available identities. The connection between the self and emotions.

  12. 3. CONTEXT The influence of the context. • outdoor education (Grotherous) • crisis (Di Martino) • vocational school (Dalby) • critical incidences (Carvajal) • emotional contexts (Martinez-Sierra) • pathways (Lewis) • critical experiences (Haser) • errors (Lake) • perplexity (Gómez-Chacón) • thinking classroom (Liljedahl) Mathematics as a context. The context is dynamic in nature and not static – it depends on the group/individuals. The transition to a different context develops/changes affect. What is the role of ethnic/cultural/historical background?

  13. 4. PROBLEM SOLVING The long tradition of research about affective construct and problem solving. • open problems (Shukajlow) • stimulating & joyful (Mellroth) • self-regulation (Keffe) • student characteristics (Viitala) • perplexity (Gómez-Chacón) • flow (Liljedahl) The importantissue of how teacher can create the context in order develop the appropriate environment for positive affect. Problem solving as a tool to involve low and high achievers and increase positive affect.

  14. 5. STUDENTS “The achievement problem”. Whatis the relationshipbetweenschoolachievement and mathematical talent? • gifted (Haataja) • high achievers (Szabo) • low achievers (Carvajal) • characterize (Viitala) School achievement and transition. The distinction between low and high-achievers apart from the marks. It is interesting to look at students who are studying mathematics in different context (e.g.modelling, IT environment).

  15. CERME 11 – TWG 8 (the future) • Stanislaw Schukajlow – Germany • Peter Liljedahl – Canada • Hanna Viitala – Sweden, Finland, Norway • Inés M. Gómez-Chacón – Spain • ÇiğdemHaser – Turkey • Karen Skilling – UK

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