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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

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.
原文英語
文章編號em2187
頁(從 - 到)1-15
頁數15
期刊Eurasia Journal of Mathematics, Science and Technology Education
18
發行號12
DOIs
出版狀態已發佈 - 2022

Keywords

  • affect
  • cognition
  • mathematics education
  • qualitative methods

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