TSG28_PA_hernandez-martinez.pdf (153.21 kB)
Emotions in undergraduate mathematical modelling group work
conference contribution
posted on 2016-05-20, 11:13 authored by Paul Hernandez-Martinez, Helen HarthTaking 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.
History
School
- Science
Department
- Mathematics Education Centre
Published in
13th International Congress on Mathematical EducationCitation
HERNANDEZ-MARTINEZ, P. and HARTH, H., 2016. Emotions in undergraduate mathematical modelling group work. Presented at the 13th International Congress on Mathematical Education, Hamburg, Germany, July 24-31st.Publisher
ICMEVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2016-02-15Publication date
2016Notes
This is a conference paper.Publisher version
Language
- en
Location
Hamburg, GermanyAdministrator link
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