Future teachers’ emotions and cognition in solving mathematical problems
The educational system has devoted much effort to the development of the rational mind and the logical and reflexive knowledge, and has neglected the emotional dimension due to its failure in realizing that the influences of cognitive and emotional nature are interrelated. The emergence of attitude...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2016-07-01
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| Series: | INFAD |
| Subjects: | |
| Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/163 |
| Summary: | The educational system has devoted much effort to the development of the rational mind and the logical and reflexive knowledge, and has neglected the emotional dimension due to its failure in realizing that the influences of cognitive and emotional nature are interrelated.
The emergence of attitudes, beliefs and emotions towards mathematics is long-lasting and strongly rooted. Future teachers of primary education also have their own views and, unless they are appropriately modified, later on they can influence in their pupils’ achievement in the mathematical field. Therefore, the analysis of these emotional factors could enlighten the design of strategic actions in the Teacher’s Training Degree that would result in the improvement of the teaching practice.
In this quantitative and qualitative study, we analyse the affective factors that influence future schoolteachers, when faced with solving mathematical problems.
Results indicate significant cognitive difficulties to promote essential heuristic processes for the inquiry and the search for solutions to problems that, in turn, may challenge the students’ perception regarding their beliefs about their own safety, confidence, satisfaction, curiosity, ability and resources when solving problems. |
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| ISSN: | 0214-9877 2603-5987 |