Teaching Practices and Student Affect in Problem-Solving Lessons of Select Junior-High Mathematics Teachers

Abstract

Affective variables are important in mathematical problem solving. For some people, they are important for their own sake, and for others they are important primarily because they facilitate productive problem-solving behavior. Regardless of one’s perspective, however, it is the case that, as McLeod (1985) has observed, research in the mathematical problem-solving domain has concentrated on cognitive, rather than affective, issues. Another neglected theme in this research area is the role of the teacher in facilitating the development of problem-solving outcomes in classroom situations (Grouws, 1985). Good and Biddle (1988) have argued persuasively for including classroom observation in studies designed to increase our comprehension of mathematics teaching. The study reported here focuses on the teacher and affective issues, using classroom observation. In particular, the research explores the relationship between classroom structures and teaching behaviors and aspects of affect.