The Role of Affect in Mathematical Problem Solving

Douglas B. McLeod

Chapter 2 in Affect and Mathematical Problem Solving, 1989, pp 20-36 from Springer

Abstract: Abstract When students are given a nonroutine mathematical problem to solve, their reactions often include a lot of emotion. If they work on the problem over an extended period of time, the emotional responses frequently become quite intense. Many students will begin to work on a problem with some enthusiasm, treating it like a puzzle or game. After some time, the reactions become more negative. Students who have a plan to solve the problem may get stuck trying to carry out the plan. They often become quite tense; they may try to implement the same plan repeatedly, getting more frustrated with each unsuccessful attempt. If the students obtain a solution to the problem, they express feelings of satisfaction, even joy. If they do not reach a solution, they may angrily insist on help so that they can reduce their frustration.

Keywords: Mathematics Education; Mathematical Problem; Cognitive Science; Belief System; Problem Solver (search for similar items in EconPapers)
Date: 1989
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DOI: 10.1007/978-1-4612-3614-6_2

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