Abstract
We use a models and modeling approach to analyze affect as it occurs in several urban classrooms in New Jersey. We propose the concept of an “archetypal affective structure” based upon our observations and interviews with students and teachers. An archetypal affective structure refers to a recurring pattern that is a kind of behavioral/affective/social constellation. Such structures include typical patterns of behavior, indicative of affective pathways that have important cognitive interpretations and implications by students. In this chapter, we document a particular archetypal affective structure that underscores our hypothesis that, at times, the motivation to maintain “face” can become stronger than the motivation to engage in mathematical inquiry. We underscore the implications of this for teachers as well as for students.
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Notes
- 1.
For further information, please see Epstein et al. (2007) and Alston et al. (2007).
- 2.
This research is supported by the US National Science Foundation (NSF), grants no. ESI-0333753(MetroMath: The Center for Mathematics in America’s Cities), and 0138806 (The Newark Public Schools Systemic Initiative in Mathematics). Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the NSF, Rutgers,or the participating school districts.
- 3.
Obviously, we cannot know for sure exactly what Dana or any of the other students were thinking at any given moment. The inferences that are made with respect to student’s perceptions are based upon extensive analysis of the data and interviews.
- 4.
We are not suggesting that such issues do not occur in suburban or rural environments; how-ever, our comments are directly related to our observations in urban environments and the related literature that vividly described such occurrences.
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Schorr, R.Y., Epstein, Y.M., Warner, L.B., Arias, C.C. (2013). Don’t Disrespect Me: Affect in an Urban Math Class. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6271-8_27
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