The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model

Mei Shiu Chiu*, Fou-Lai Lin, Kai-Lin Yang, Toshiyuki Hasumi, Tsung Ju Wu, Pin Syuan Lin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


This study aims to build a framework for affect-focused (or affective) mathematical teaching (AMT), while promoting higher-order mathematical learning (e.g., pattern finding and deep understanding). The data sources were the class mathematics grounding activity designed by Taiwan’s mathematics educators, aiming to enhance students’ affective performances in learning mathematics with a theoretical base on the enactivist perspective. Qualitative methodology identified features of affective mathematics teaching and formed a framework for AMT, which defines AMT as transforming natural languages to mathematical languages, highlighting student agenda of upward learning (interest, sense, utter, and present), met by teacher agenda of caring (cultivate, amuse, reflect, and explain). Finally, the enactivist embodiment activities are embedded in the pedagogical structure of 4E phases: entry, entertainment, enlightenment, and enrichment. Affect and cognition interplay in each phase.
Original languageEnglish
Article numberem2187
Pages (from-to)1-15
Number of pages15
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number12
Publication statusPublished - 2022

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