AFFECT AND EMOTION IN MATHEMATICAL THINKING AND LEARNING: The Turn to the Social: Sociocultural Approaches Introduction: Recent Developments in Research On Affect

New Mathematics Education Research and Practice

Volumn , Issue , 2006, Pages 233-255

  Evans, Jeff ^a  

^a MIDDLESEX UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84946131272     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1163/9789087903510_020     Document Type: Chapter

References (71)

1. Appelbaum, P. (1995). Popular culture, educational discourse and mathematics. Albany NY: SUNY Press.
2. Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique, Rev. ed., Rowman and Littlefield, New York. (Original ed. 1996, Taylor and Francis, London.).
3. Brown, L. and Reid D. (2006). Embodied cognition: somatic markers, purposes and emotional orientations. Educational Studies in Mathematics: Affect in Mathematics Education: Exploring Theoretical Frameworks, A PME Special Issue, 63, 2.
4. Buck, R. (1999). The biological affects: A typology. Psychological Review, 106 (2), 301-336.
5. Burkitt, I. (1997). Social relationships and emotions, Sociology, 31 (1) 37-55.
6. Cabral, T. (2004). Affect and cognition in pedagogical transference. In M.Walshaw (Ed.) Mathematics education within the postmodern. Greenwich CT: Information Age.
7. Cobb, P., Gravemeijer, K., Yackel, E., McClain, and Whitenack, J. (1997). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In D. Kirshner and J. A. Whitson (Eds.), Situated cognition. Social, semiotic, and psychological perspectives. Mahwah: Erlbaum, 151-233.
8. Cobb, P., Yackel, E. and Wood, T. (1989). Young children’s emotional acts while engaged in mathematical problem solving. In D. McLeod and V. Adams (Eds.) Affect and mathematical problem solving: A new perspective. New York: Springer, Ch.9.
9. Cobb, P., and Bowers, J. (1999). Cognitive and situated learning: Perspectives in theory and practice. Educational Researcher, 28(2), 4-15.
10. Damasio, A. R. (1996). Descartes’ error: Emotion, reason, and the human brain. London: Papermac.
11. DeBellis, V. and Goldin, G. (1997). The affective domain in mathematical problem-solving. In E. Pehkonen (Ed.). Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education, Lahti, Finland, 2-209-2-216.
12. DiMartino, P.and Zan, R. (2001). Attitude towards mathematics, some theoretical issues. In M. van den Heuvel-Panhuizen (Ed.) Proceedings of the 25th Conference of the International group for the Psychology of Mathematics Education. Vol. 3. Utrecht, The Netherlands, 351-358.
13. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 1, 135-156.
14. Ernest, P. (1991). The Philosophy of Mathematics Education. Basingstoke, UK: Falmer Press.
15. Evans, J. (2000). Adults’ Mathematical Thinking and Emotions: A Study of Numerate Practices. London: RoutledgeFalmer.
16. Evans, J. (2002). Developing research conceptions of emotion among adult learners of mathematics. Literacy and Numeracy Studies, Special Issue on Adults Learning Mathematics, 11 (2), 79-94.
17. Evans J. (2003a). Methods and findings in research on affect and emotion in mathematics education. In M. Mariotti et al. (Eds.), Proceedings of 3rd Conference of European Research in Mathematics Education (CERME-3): Topic Group 3 (Affect and Emotion in Mathematics Education), 28 Feb.-3 Mar., 2003, Bellaria, Italy. [available online]
18. Evans, J. (2003b). Mathematics done by adults portrayed as a cultural object in advertising and in film. In J. Evans, D. Kaye, V. Seabright and A. Tomlin (Eds.) Proceedings of 9th International Conference of Adults Learning Mathematics-A research forum (ALM-9), 17-20 July 2002, Uxbridge College, London. London: ALM and Kings College London.
19. Evans J. (2004). Mathematics done by adults portrayed as a cultural object in advertising and in film. In J. Maasz and W. Schloegmann (Eds.), Learning mathematics to live and work in our world. Proceedings of the 10th International Conference on Adults Learning Mathematics (ALM10), Strobl, Austria, 29 June-2 July 2003, Adults Learning Mathematics-a Research Forum (ALM) and University of Linz, Linz, 87-193.
20. Evans, J., Morgan, C., and Tsatsaroni, A. (2006) Discursive positioning and emotion in school mathematics practices. Educational Studies in Mathematics: Affect in Mathematics Education:Exploring Theoretical Frameworks, A PME Special Issue, 63(2).
21. Evans, J. and Wedege, T. (2004), ICME-10. Motivation and resistance to learning mathematics in a lifelong perspective. Paper contributed to TSG6: Adult and Lifelong Mathematics, ICME-10, Copenhagen, 4-11 July [online http://www.icme10.dk, accessed 12 June 2006].
22. Evans, J. and Zan, R. (2006). Sociocultural approaches to emotions in mathematics education: Initial Comparisons. Proceedings of PME-30.
23. Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.
24. Fennema, E. and Sherman, J. (1976). Fennema-Sherman mathematics attitude scales, Catalogue of Selected Documents in Psychology, 6.
25. Freud, S. (1916-17/1974). Anxiety. Lecture 25, in Introductory lectures on psychoanalysis, Vol.1, Pelican Freud Library, Harmondsworth: Penguin.
26. Gates, P. (2006). Going BEYOND BELIEF SYstems: Exploring a model for the social influence on Mathematics teacher beliefs. Educational Studies in Mathematics (in press).
27. Gomez-Chacon, I. (2000). Affective Influences in the knowledge of mathematics. Educational Studies in Mathematics, 49, 149-168.
28. Grosz, E. (1994). Volatile bodies: Toward a corporeal feminism. Bloomington and Indianapolis:Indiana University Press.
29. Hall, S. (1997). Representations: Cultural representations and signifying practices. London: Sage/Open University.
30. Hannula, M. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics: Affect in Mathematics Education: Exploring Theoretical Frameworks, A PME Special Issue, 63, 2.
31. Hartley, D. (2004). Management, leadership, and the emotional order of the school. Journal of Educational Policy, 19 (5), 583-594.
32. Hunt, J. (1989). Psychoanalytic aspects of fieldwork, London: Sage.
33. James, W. (1890/1950). The principles of psychology, 2 vols. New York: Dover.
34. Kitayama, S. and Markus, H. R. (1994). Emotion and culture: Empirical studies of mutual influence. Washington, DC: APA.
35. Leder, G., Pehkonen, E. and Törner, G. (Eds.) (2002). Beliefs: A hidden variable in mathematics education? Dordrecht: Kluwer.
36. Lee, Y.-J., and Roth, W.-M. (2005). The (unlikely) trajectory of learning in a salmon hatchery. Journal of Workplace Learning, 17(4), 243-254.
37. Leont’ev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs NJ: Prentice-Hall.
38. McLeod, D. (1989a). The role of affect in mathematical problem solving. In D. McLeod and V. Adams (Eds). Affect and mathematical problem solving: A new perspective. New York: Springer, Ch.2.
39. McLeod, D. (1989b). Beliefs, attitudes, and emotions: New views of affect in mathematics education. In D. McLeod and V. Adams (Eds), Affect and mathematical problem solving: A new perspective. New York: Springer, Ch.17.
40. McLeod, D. (1992). Research on affect in mathematics education: A reconceptualisation. In D.A. Grouws (Ed.) Handbook of research in mathematics education teaching and learning, New York:Macmillan, 575-596.
41. McLeod, D. and Adams, V. (Eds.) (1989). Affect and mathematical problem solving: A new perspective. New York: Springer.
42. Mandler, G. (1989). Affect and learning: causes and consequences of emotional interactions. In D. McLeod and V. Adams (Eds). Affect and mathematical problem solving: A new perspective, New York: Springer, Ch.1.
43. Mendick, H. (2002). Why are we doing this? A case study of motivational practices in mathematics classes. In A. D. Cockburn and E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (PME-26). Norwich: School of Education and Professional Development, University of East Anglia, 3-329-3-336.
44. Mendick, H. (2006). Masculinities in mathematics. Maidenhead: Open University Press.
45. Morgan, C. (1998), Writing mathematically: The discourse of investigation. London: Falmer Press.
46. Morgan, C., Tsatsaroni, A., and Lerman, S. (2002). Mathematics teachers’ positions and practices in discourses of assessment. British Journal of Sociology of Education, 23(3), 445-461.
47. Nimier, J. (1977). Mathematique et Affectivité. Educational Studies in Mathematics, 8, 241-250.
48. Nimier, J. (1978). Mathematique et Affectivité, Revue Francaise de Pédagogie, 45, 166-172.
49. Op’t Eynde, P. and De Corte, E. (2003). Emotions trapped between motivation and cognition?: The integration of trait and state approaches as a promising way out. Paper presented at the 10th Conference of the European Association for Research on Learning and Instruction, Aug. 26-30, Padova, Italy.
50. Op’t Eynde, P. and Hannula, M. S. (2006). The case study of Frank. Educational Studies in Mathematics: Affect in Mathematics Education: Exploring Theoretical Frameworks, A PME Special Issue, 63, 2.
51. Op’t Eynde, P., De Corte, E., and Verschaffel, L. (2001). What to learn from what we feel?: The role of students’ emotions in the mathematics classroom. In S. Volet, and S. Järvelä (Eds.), Motivation in learning contexts: Theoretical and methodological implications. EARLI/Pergamon Advances in Learning and Instruction Series, 149-167.
52. Op’t Eynde, P., De Corte, E., and Verschaffel, L. (2002). Framing students’ mathematics-related beliefs:A quest for conceptual clarity and a comprehensive categorization. In G.C. Leder, E. Pehkonen, and G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? Dordrecht: Kluwer Academic Publishers, 13-37.
53. Op’t Eynde, P., De Corte, E., and Verschaffel, L. (2006). Accepting emotional complexity:A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics: Affect in Mathematics Education: Exploring Theoretical Frameworks, A PME Special Issue, 63 (2).
54. Richardson, F. and Suinn, R. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counselling Psychology, 19, 551-554.
55. Roth, W.-M. (2003). Toward an anthropology of graphing. Dordrecht: Kluwer.
56. Roth, W.-M. (2004). Emotions, motivation and identity in workplace mathematics and activity theory, paper for International Seminar on Learning and Technology at Work, University of London Institute of Education, London, March 2004. Online: http://www.lonklab.ac.uk/ltw/seminar.htm. [accessed 5 Dec. 2005].
57. Roth, W.-M. (2005). Doing qualitative research: Praxis of method. Rotterdam: SensePublishers.
58. Roth, W.-M. (2006). Motive, emotion and identity at work: A contribution to third-generation cultural historical activity theory, Mind, Culture and Activity, 13, (3).
59. Roth, W.-M. (in press). Mathematical modeling ‘in the wild’: A case of hot cognition. In R. Lesh, J. J. Kaput, E. Hamilton, and J. Zawojewski (Eds.), Users of mathematics: Foundations for the future. Mahwah, NJ: Lawrence Erlbaum Associates.
60. Santos, M., and Matos, J. F. (1998). School mathematics learning: Participation through appropriation of mathematical artefacts. In A. Watson (Ed.), Situated cognition and the learning of mathematics, Oxford: University of Oxford Dept. of Educational Studies.
61. Scherer, K.R. (2000). Emotions as episodes of subsystem synchronization driven by nonlinear appraisal processes. In M.D.Lewis, and I. Granic (Eds.), Emotion, development, and self-organization:Dynamic systems approaches to emotional development. Cambridge, UK: Cambridge University Press, 70-99.
62. Schlöglmann, W. (2002). Affect and mathematics learning. In A. D. Cockburn and E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (PME-26) Norwich: School of Education and Professional Development, University of East Anglia, 4-18--4-192.
63. Scribner, S. and Cole, M. (1973). Cognitive consequences of formal and informal education. Science, 182, 553-559.
64. Tahta, D. (Ed.) (1993) Special Issue on Psychodynamics in Mathematics Education, For the Learning of Mathematic, 13 (1).
65. Turner, J. H. (2002). Face to face: Toward a sociological theory of interpersonal behaviour. Stanford CA: Stanford University Press.
66. Walkerdine, V. (1988). The Mastery of Reason: Cognitive development and the production of rationality. London: Routledge.
67. Walkerdine, V. (1997). Redefining the subject in situated cognition theory. In D. Kirshner and J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives, Mahwah NJ:Lawrence Erlbaum Associates, Ch.4.
68. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
69. Wierzbicka, A. (1994). Emotion, language, and cultural scripts. In S. Kitayama and H. R. Markus, Emotion and culture: Empirical studies of mutual influence. Washington, DC: APA, 33-196.
70. Zajonc, R. B. (1984). On the primacy of affect, American Psychologist, 39(2), 117-123.
71. Zan, R., Brown, L., Evans, J. and Hannula, M. S. (2006, forthcoming). Affect in mathematics education:An introduction. Educational Studies in Mathematics: Affect in Mathematics Education: Exploring Theoretical Frameworks, A PME Special Issue, 63 (2).