Exploratory Study of Everyday Emotions in Mathematics Classes
DOI:
https://doi.org/10.24320/redie.2018.20.4.1748Keywords:
Emotions, affectivity, mathematics, gender.Supporting Agencies:
Proyectos CONICYT/FONDECYT/POSTDOCTORADO Nº3140597, CMM Basal, CIAE FB 0003 de CONICYT, EDU2015-65270-RAbstract
This paper presents an exploratory study that seeks to analyze the emotional map of a group of 4th-grade elementary students from Chile during activities in the unit “Measurement: units of length, perimeter and area”, study gender differences, and explore the existence of emotional patterns. The study uses a situated perspective that considers emotions to be part of local affects, short-lived and linked to specific conditions. The methods employed are a frequency analysis, a 2 test, a non-parametric Kruskal-Wallis test, and a cluster analysis. Globally, the map shows 45% positive emotions and 18.3% negative emotions. Men exhibit a higher average of blank responses than women, and appear less concerned. Lastly, clustering made it possible to define five emotional patterns.Downloads
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References
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Buehl, M. M. y Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726.
DeBellis, V. A. y Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educational Studies in Mathematics, 63, 131-147.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007a). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, XXII(4), 497-514.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007b). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
Goetz, T., Frenzel, A. C., Hall, N. C. y Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning, 2(3), 209-219.
Hamming, R. (1950). Error detecting and error correcting codes. Bell System Technical Journal, 29(2), 147-160.
Hannula, M. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161.
Hannula, M. S., Pantziara, M., Waege, K. y Scholöglmann, W. (2010). Introduction multimethod approaches to the multidimensional affect in mathematics education. En V. Durand-Guerrier, S. Soury-Lavergne, y F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28-33. Lyon: Service des publications.
Holm, M. E., Hannula, M. S. y Björn, P. M. (2016). Mathematics-related emotions among Finish adolescents across different performance levels. Educational Psychology, 37, (2). doi:10.1080/01443410.2016.1152354
Ibáñez, N. (2002). Las emociones en el aula. Estudios Pedagógicos, 28, 31-45.
McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. En D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning. A project of the national council of teachers of mathematics, 23, 575-596. Nueva York: MacMillan.
Mandler, G. (1989). Affect and learning: Causes and Consequences of Emotional Interactions. En D. B. McLeod y V. M. Adams (Eds.), Affect and mathematical problem solving: a new perspective (3-19). Nueva York: Springer-Verlag.
Martínez-Sierra, G. y García, M. S. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. doi:10.1080/14794802.2014.895676
Op’t Eynde, P., De Corte, E. y Verschaffel, L. (2006). Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63, 193-207.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 497-506.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P. y Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., Titz, W. y Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-106.
Schoenfeld, A. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1-94.
Volet, S. y Järvelä, S. (Eds.). (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Reino Unido: Elsevier.
Buehl, M. M. y Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726.
DeBellis, V. A. y Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educational Studies in Mathematics, 63, 131-147.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007a). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, XXII(4), 497-514.
Frenzel, A. C., Pekrun, R. y Goetz, T. (2007b). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
Goetz, T., Frenzel, A. C., Hall, N. C. y Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning, 2(3), 209-219.
Hamming, R. (1950). Error detecting and error correcting codes. Bell System Technical Journal, 29(2), 147-160.
Hannula, M. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161.
Hannula, M. S., Pantziara, M., Waege, K. y Scholöglmann, W. (2010). Introduction multimethod approaches to the multidimensional affect in mathematics education. En V. Durand-Guerrier, S. Soury-Lavergne, y F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28-33. Lyon: Service des publications.
Holm, M. E., Hannula, M. S. y Björn, P. M. (2016). Mathematics-related emotions among Finish adolescents across different performance levels. Educational Psychology, 37, (2). doi:10.1080/01443410.2016.1152354
Ibáñez, N. (2002). Las emociones en el aula. Estudios Pedagógicos, 28, 31-45.
McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. En D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning. A project of the national council of teachers of mathematics, 23, 575-596. Nueva York: MacMillan.
Mandler, G. (1989). Affect and learning: Causes and Consequences of Emotional Interactions. En D. B. McLeod y V. M. Adams (Eds.), Affect and mathematical problem solving: a new perspective (3-19). Nueva York: Springer-Verlag.
Martínez-Sierra, G. y García, M. S. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. doi:10.1080/14794802.2014.895676
Op’t Eynde, P., De Corte, E. y Verschaffel, L. (2006). Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63, 193-207.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 497-506.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P. y Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., Titz, W. y Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-106.
Schoenfeld, A. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1-94.
Volet, S. y Järvelä, S. (Eds.). (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Reino Unido: Elsevier.
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Article abstract page views: 1764
Published
2018-12-12
