Emotions in undergraduate mathematical modelling group work

Taking a socio-cultural perspective of affect in education, we use observations of two groups of undergraduate engineering students to explore the role of emotions on the students’ mathematical thinking and learning while working collaboratively on a mathematical modelling coursework assignment outside the classroom. Our analysis revealed complex interrelations between patterns of emotions and aspects of mathematical learning. We conclude that ‘negative’ feelings might sometimes lead to positive consequences on the activity of individuals and conversely, that ‘positive’ feelings do not necessarily lead to positive outcomes. Hence, pedagogical practices should aim to foster a range of emotions that can open possibilities for students’ success.