Abstract
The affective domain includes emotional feelings, attitudes, beliefs, and values, and the many complex psychological and social constructs in which these occur. Recent research highlights the fundamental importance of affect in mathematical learning and problem solving. Some features of the structure of mathematics, as a disciplined way of generating knowledge and as a traditional school subject, can raise high affective barriers to students’ curiosity and inventiveness. This paper first highlights some theoretical ideas important in current research, including: affect as an internal, interactive representational system; affective pathways; meta-affect; mathematical intimacy, integrity, and personal identity; and archetypal affective structures (or engagement structures). I then offer some hypotheses as to the origins of negative affect in relation to mathematics, and conclude with suggestions as to how we can develop affective processes and structures – in our students and in ourselves – that foster mathematical ability and inventiveness.
Original language | English (US) |
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Title of host publication | Creativity in Mathematics and the Education of Gifted Students |
Publisher | Brill |
Pages | 181-194 |
Number of pages | 14 |
ISBN (Electronic) | 9789087909352 |
ISBN (Print) | 9789087909345 |
DOIs | |
State | Published - Jan 1 2009 |
Externally published | Yes |
All Science Journal Classification (ASJC) codes
- General Social Sciences