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Emotions in undergraduate mathematical modelling group work

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conference contribution
posted on 20.05.2016, 11:13 by Paul Hernandez-Martinez, Helen Harth
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.
Loughborough Publications

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History

School

  • Science

Department

  • Mathematics Education Centre

Published in

13th International Congress on Mathematical Education

Citation

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

ICME

Version

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

15/02/2016

Publication date

2016

Notes

This is a conference paper.

Language

en

Location

Hamburg, Germany

Exports

Loughborough Publications

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Keywords

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