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.
1. Section I: Introduction: An Overview of the Field - p. xv 2. Chapter 1: An Overview of the Growth and Trends of Current Research on Emotions and Mathematics - p. xv 3. Chapter 2: Appraising Emotion in Mathematical Knowledge: Reflections on Methodology - p. 41 4. Section II: Cognition and Emotion In Mathematical Activity - p. 73 5. Chapter 3: Being in Control - p. 73 6. Chapter 4: Epistemic States of Convincement. A Conceptualization from the Practice of Mathematicians and Neurobiology - p. 96 7. Chapter 5: The Impact of Anxiety and Working Memory on Algebraic Reasoning - p. 131 8. Section III: Emotions In the Learning and Teaching of Mathematics - p. 158 9. Section IIIA: Learners In Different Educational Levels - p. 158 10. Chapter 6: Students’ Emotional Experiences Learning Mathematics in Canadian Schools - p. 158 11. Chapter 7: “I did use to like maths…”: Emotional Changes Toward Mathematics During Secondary School Education - p. 186 12. Chapter 8: When Being Good at Math Is Not Enough: How Students’ Beliefs About the Nature of Mathematics Impact Decisions to Pursue Optional Math Education - p. 220 13. Section IIIB: Learners with Mathematical Difficulties - p. 241 14. Chapter 9: Special Needs in Mathematics Classrooms: Relationships With Others - p. 241 15. Chapter 10: The Construct of Mathematical Resilience - p. 267 16. Section IIIC: Learners Out of the School - p. 291 17. Chapter 11: The Emotions Experienced While Learning Mathematics at Home - p. 291 18. Chapter 12: Parents' and Children's Mathematics Anxiety - p. 313 19. Section IIID: Mathematics Teachers - p. 336 20. Chapter 13: “I Hate Maths”: Changing Primary School Teachers' Relationship With Mathematics - p. 336 21. Chapter 14: Using Students' Emotional Experiences to Guide Task Design in Mathematics Content Courses - p. 354 22. Section IV: Theoretical Advances - p. 375 23. Chapter 15: Digging Beneath Dual Systems Theory and the Bicameral Brain: Abductions About the Human Psyche From Experience in Mathematical Problem Solving - p. 375 24. Chapter 16: On the Irreducibility of Acting, Emoting, and Thinking: A Societal-Historical Approach to Affect in Mathematical Activity - p. 407 25. Chapter 17: Emotional Orientations and Somatic Markers: Expertise and Decision Making in the Mathematics Classroom - p. 431 26. Index - p. 451
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.
1. Section I: Introduction: An Overview of the Field - p. xv 2. Chapter 1: An Overview of the Growth and Trends of Current Research on Emotions and Mathematics - p. xv 3. Chapter 2: Appraising Emotion in Mathematical Knowledge: Reflections on Methodology - p. 41 4. Section II: Cognition and Emotion In Mathematical Activity - p. 73 5. Chapter 3: Being in Control - p. 73 6. Chapter 4: Epistemic States of Convincement. A Conceptualization from the Practice of Mathematicians and Neurobiology - p. 96 7. Chapter 5: The Impact of Anxiety and Working Memory on Algebraic Reasoning - p. 131 8. Section III: Emotions In the Learning and Teaching of Mathematics - p. 158 9. Section IIIA: Learners In Different Educational Levels - p. 158 10. Chapter 6: Students’ Emotional Experiences Learning Mathematics in Canadian Schools - p. 158 11. Chapter 7: “I did use to like maths…”: Emotional Changes Toward Mathematics During Secondary School Education - p. 186 12. Chapter 8: When Being Good at Math Is Not Enough: How Students’ Beliefs About the Nature of Mathematics Impact Decisions to Pursue Optional Math Education - p. 220 13. Section IIIB: Learners with Mathematical Difficulties - p. 241 14. Chapter 9: Special Needs in Mathematics Classrooms: Relationships With Others - p. 241 15. Chapter 10: The Construct of Mathematical Resilience - p. 267 16. Section IIIC: Learners Out of the School - p. 291 17. Chapter 11: The Emotions Experienced While Learning Mathematics at Home - p. 291 18. Chapter 12: Parents' and Children's Mathematics Anxiety - p. 313 19. Section IIID: Mathematics Teachers - p. 336 20. Chapter 13: “I Hate Maths”: Changing Primary School Teachers' Relationship With Mathematics - p. 336 21. Chapter 14: Using Students' Emotional Experiences to Guide Task Design in Mathematics Content Courses - p. 354 22. Section IV: Theoretical Advances - p. 375 23. Chapter 15: Digging Beneath Dual Systems Theory and the Bicameral Brain: Abductions About the Human Psyche From Experience in Mathematical Problem Solving - p. 375 24. Chapter 16: On the Irreducibility of Acting, Emoting, and Thinking: A Societal-Historical Approach to Affect in Mathematical Activity - p. 407 25. Chapter 17: Emotional Orientations and Somatic Markers: Expertise and Decision Making in the Mathematics Classroom - p. 431 26. Index - p. 451
