By George Mandler (auth.), Douglas B. McLeod, Verna M. Adams (eds.)
Research on cognitive points of mathematical challenge fixing has made nice development lately, however the courting of affective elements to problem-solving functionality has been a ignored examine sector. the aim of Affect and Mathematical challenge fixing: a brand new Perspective is to teach how the theories and techniques of cognitive technological know-how might be prolonged to incorporate the function of have an effect on in mathematical challenge fixing. The e-book offers Mandler's idea of emotion and explores its implications for the educational and instructing of mathematical challenge fixing. additionally, top researchers from arithmetic, schooling, and psychology document how they've got built-in impact into their very own cognitive study. The reports specialise in metacognitive tactics, aesthetic affects on professional challenge solvers, instructor decision-making, know-how and educating challenge fixing, and ideology approximately arithmetic. the implications recommend how emotional components like nervousness, frustration, pleasure, and delight can assist or prevent functionality in challenge solving.
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Extra info for Affect and Mathematical Problem Solving: A New Perspective
Journal for Research in Mathematics Education, 8, 163-180. G. (1980). Some thoughts on teaching for problem solving. In S. ), Problem solving in school mathematics (pp. 195-203). Reston, VA: National Council of Teachers of Mathematics. Kilpatrick, 1 (1985). Reflection and recursion. Educational Studies in Mathematics, 16, 1-26. l (1984). Being executive about metacognition. In lA. ) Cognitive strategies and educational performance (pp. 89-109). Orlando, FL: Academic Press. C. (1986, April). Gender-linked differences in mathematics learning: Further explorations.
Bower (1981) reports that mood (affect) can influence memory processesto oversimplify, a positive mood helps with recall of pleasant experiences; however, this research is typically based on moods that are considerably less intense (and involve less arousal) than the emotions involved in mathematical problem solving. Along with memory, representation processes playa crucial role in problem solving. Mathematicians certainly display preferences in representational styles and sometimes classify themselves as either geometric or algebraic in the way that they address problems.
4. Magnitude and direction of the emotion. Duration of the emotion. Level of awareness of the emotion. Level of control of the emotion. 2. Affect and Mathematical Problem Solving 33 These factors constitute a reasonable beginning for an analysis of the characteristics of emotional states and their relationship to problem solving. Clarification of the role of these factors should have broad implications for both curriculum development and research. In addition to these characteristics of the emotional states of problem solvers, we need to know much more about the ways in which these factors interact with the different types of cognitive processes, the different types of instructional environments, and the differing beliefs that students hold.