Understanding Emotions in Mathematical Thinking and Learning 1st Edition Ulises Xolocotzin 0128024895 9780128024898

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Product details:

• ISBN 10: 0128024895
• ISBN 13: 9780128024898
• Author: Ulises Xolocotzin 

Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes involved in learning and doing mathematics, including processing of numerical and physical magnitudes (e.g. time and space), performance in arithmetic and algebra, problem solving and reasoning attitudes, learning technologies, and mathematics achievement. Additionally, it covers social and affective issues such as identity and attitudes toward mathematics.

Table of contents:

Chapter 1: An Overview of the Growth and Trends of Current Research on Emotions and Mathematics

Chapter 2: Appraising Emotion in Mathematical Knowledge: Reflections on Methodology

Section II: Cognition and Emotion In Mathematical Activity

Chapter 3: Being in Control

Chapter 4: Epistemic States of Convincement. A Conceptualization from the Practice of Mathematicians and Neurobiology

Chapter 5: The Impact of Anxiety and Working Memory on Algebraic Reasoning

Section III: Emotions In the Learning and Teaching of Mathematics

Section IIIA: Learners In Different Educational Levels

Chapter 6: Students’ Emotional Experiences Learning Mathematics in Canadian Schools

Chapter 7: “I did use to like maths…”: Emotional Changes Toward Mathematics During Secondary School Education

Chapter 8: When Being Good at Math Is Not Enough: How Students’ Beliefs About the Nature of Mathematics Impact Decisions to Pursue Optional Math Education

Section IIIB: Learners with Mathematical Difficulties

Chapter 9: Special Needs in Mathematics Classrooms: Relationships With Others

Chapter 10: The Construct of Mathematical Resilience

Section IIIC: Learners Out of the School

Chapter 11: The Emotions Experienced While Learning Mathematics at Home

Chapter 12: Parents’ and Children’s Mathematics Anxiety

Chapter 13: “I Hate Maths”: Changing Primary School Teachers’ Relationship With Mathematics

Chapter 14: Using Students’ Emotional Experiences to Guide Task Design in Mathematics Content Courses

Section IV: Theoretical Advances

Chapter 15: Digging Beneath Dual Systems Theory and the Bicameral Brain: Abductions About the Human Psyche From Experience in Mathematical Problem Solving

Chapter 16: On the Irreducibility of Acting, Emoting, and Thinking: A Societal-Historical Approach to Affect in Mathematical Activity

Chapter 17: Emotional Orientations and Somatic Markers: Expertise and Decision Making in the Mathematics Classroom

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