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Meta-emotion and Mathematical Modeling Processes in Computerized Environments

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Book cover From beliefs to dynamic affect systems in mathematics education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

Integrating technology into teaching mathematics is a complex issue whose inter-related components must be addressed holistically. The research on the interaction between affect and cognition proposed in this chapter focuses on a number of understudied areas in problem-solving: visualization, affect, meta-emotion and the identification of students’ affective pathways. The two studies described revealed the existence of several emotional phenomena associated with technology-assisted learning: (a) an initially positive attitude toward computer-aided mathematics learning and a preference for visual reasoning; (b) instrumental genesis associated with social and contextual dimensions of emotion and cognition; and (c) the effect of meta-emotion on task performance and the development of visual processes.

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Notes

  1. 1.

    The three requirements to teach mathematics in Spanish secondary schools are: (a) a B.Sc. in mathematics or science, (b) an M.Sc. in education for secondary school, and (c) passing a series of public exams.

    The subjects of this study are working toward a B.Sc. in mathematics. Spanish Faculties of Mathematics offer specialised training in secondary school mathematics education as part of the undergraduate mathematics curriculum. The subjects presently available include: “Mathematics Education in Secondary Schools”, “Mathematics for Teaching” and Practicum (practice teaching in secondary schools).

    Most future teachers participating in this program believe that they have sound mathematics training, after having taken advanced courses in several areas of geometry, algebra and analysis. Two-thirds of these students acquire teaching experience prior to the training plan (Practicum) as private tutors or in tutoring schemes for secondary school students.

    The M.Sc. in Education (Secondary) is a post-graduate course that builds on prior learning and develops advanced professional knowledge, practice and relationship skills relevant to teaching.

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Author information

Authors and Affiliations

  1. Facultad de Ciencias Matemáticas e Instituto de Matemática Interdisciplinar, Universidad Complutense de Madrid, Madrid, Spain

    Inés Mª Gómez-Chacón

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  1. Inés Mª Gómez-Chacón
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Correspondence to Inés Mª Gómez-Chacón .

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Editors and Affiliations

  1. Sør-Trøndelag University College, Trondheim, Norway

    Birgit Pepin

  2. Professional School of Education Department of Mathematics, Humboldt-Universität zu Berlin, Berlin, Germany

    Bettina Roesken-Winter

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Gómez-Chacón, I.M. (2015). Meta-emotion and Mathematical Modeling Processes in Computerized Environments. In: Pepin, B., Roesken-Winter, B. (eds) From beliefs to dynamic affect systems in mathematics education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-06808-4_10

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