Skip to main content

Affect in Mathematics Education

  • Living reference work entry
  • First Online:
Encyclopedia of Mathematics Education
  • 278 Accesses

Definition

There are two different uses for the word “affect” in behavioral sciences. Often it is used as an overarching umbrella concept that covers attitudes, beliefs, motivation, emotions, and all other noncognitive aspects of human mind. In this entry, however, the word affect is used in a more narrow sense, referring to emotional states and traits. A more technical definition of emotions, states, and traits will follow later.

From Anxiety and Problem-Solving to Affective Systems

Mathematics is typically considered as the most objective and logical of academic disciplines. Yet, it has been widely acknowledged that mathematical thinking is not purely logical reasoning, but influenced much by affective features. The first systematic research agenda to study mathematics-related affect was initiated within social psychology in the 1970s, focusing on mathematics anxiety as a specific branch of anxiety research. Anxiety is an unpleasant emotion of fear, which is directed toward an...

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

References

  • Cobb P, Yackel E, Wood T (1989) Young children’s emotional acts during mathematical problem solving. In: McLeod DB, Adams VM (eds) Affect and mathematical problem solving: a new perspective. Springer, New York, pp 117–148

    Chapter  Google Scholar 

  • De Corte E, Depaepe F, Op’t Eynde P, Verschaffel L (2011) Students’ self-regulation of emotions in mathematics: an analysis of meta-emotional knowledge and skills. ZDM Int J Math Educ 43:483–496

    Article  Google Scholar 

  • DeBellis VA, Goldin GA (2006) Affect and meta-affect in mathematical problem solving: a representational perspective. Educ Stud Math 63:131–147

    Article  Google Scholar 

  • Dowker A, Sarkar A, Looi CY (2016) Mathematics anxiety: what have we learned in 60 years? Front Psychol 7:508. https://doi.org/10.3389/fpsyg.2016.00508

    Article  Google Scholar 

  • Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB (2011) The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev 82:405–432

    Article  Google Scholar 

  • Fried L (2012) Teaching teachers about emotion regulation in the classroom. Aust J Teach Educ 36:117–127

    Google Scholar 

  • Goldin GA, Epstein YM, Schorr RY, Warner LB (2011) Beliefs and engagement structures: behind the affective dimension of the mathematical learning. ZDM Int J Math Educ 43:547–560

    Article  Google Scholar 

  • Gross JJ (1998) The emerging field of emotion regulation: an integrative review. Rev Gen Psychol 2:271–299

    Article  Google Scholar 

  • Hannula MS (2011) The structure and dynamics of affect in mathematical thinking and learning. In: Pytlak M, Swoboda E, Rowland T (eds) Proceedings of the seventh congress of the European society for research in mathematics education. University of Rzesów, Rzeszów, pp 34–60

    Google Scholar 

  • Hannula MS (2012) Exploring new dimensions of mathematics related affect: embodied and social theories. Res Math Educ 14:137–161

    Article  Google Scholar 

  • Hannula MS (2018) From anxiety to engagement: history and future of research on mathematics-related affect. In: Österholm M, Bergqvist E (eds) Proceedings of the 42nd conference of the international group for the psychology of mathematics education, vol 1. PME, Umeå

    Google Scholar 

  • Hannula MS, Pantziara M, Di Martino P (2018) Affect and mathematical thinking: exploring developments, trends, and future directions. In: Dreyfus T, Artigue M, Potari D, Prediger S, Ruthven K (eds) Developing research in mathematics education: twenty years of communication, cooperation and collaboration in Europe. Routledge, London, pp 128–141

    Chapter  Google Scholar 

  • Hembree R (1990) The nature, effects, and relief of mathematics anxiety. J Res Math Educ 21:33–46

    Article  Google Scholar 

  • Liljedahl P, Hannula MS (2016) Research on mathematics-related affect in PME 2005–2015. In: Gutierrez A, Leder GC, Boero P (eds) The second handbook of research on the psychology of mathematics education. Sense, Rotterdam, pp 417–446

    Chapter  Google Scholar 

  • Linnenbrink EA, Pintrich PR (2004) Role of affect in cognitive processing in academic contexts. In: Dai DY, Sternberg RJ (eds) Motivation, emotion, and cognition; integrative perspectives on intellectual functioning and development. Lawrence Erlbaum, Mahwah, pp 57–88

    Google Scholar 

  • McLeod DB (1992) Research on affect in mathematics education: a reconceptualization. In: Grouws DA (ed) Handbook of research on mathematics learning and teaching. Macmillan, New York, pp 575–596

    Google Scholar 

  • Pekrun R, Stephens EJ (2010) Achievement emotions: a control value approach. Soc Personal Psychol Compass 4:238–255

    Article  Google Scholar 

  • Pekrun R, Frenzel AC, Goetz T, Perry RP (2007) The control-value theory of achievement emotions: an integrative approach to emotions in education. In: Schutz PA, Pekrun R (eds) Emotions in education. Academic, San Diego, pp 13–36

    Chapter  Google Scholar 

  • Polya G (1957) How to solve it: a new aspect of mathematical method. Princeton University Press, Princeton

    Google Scholar 

  • Power M, Dalgleish T (1997) Cognition and emotion; from order to disorder. Psychology Press, Hove

    Google Scholar 

  • Schoenfeld AH (1985) Mathematical problem solving. Academic, San Diego

    Google Scholar 

  • Vogel-Walcutt JJ, Fiorella L, Carper T, Schatz S (2012) The definition, assessment, and mitigation of state boredom within educational settings: a comprehensive review. Educ Psychol Rev 24:89–111

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Markku S. Hannula .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Hannula, M.S. (2019). Affect in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77487-9_174-5

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-77487-9_174-5

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-77487-9

  • Online ISBN: 978-3-319-77487-9

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics