Developing research conceptions of emotion among adult learners of mathematics.

Evans, Jeff (2002) Developing research conceptions of emotion among adult learners of mathematics. Literacy and Numeracy Studies, 11 (2). pp. 79-94. ISSN 1441-0559

[img]
Preview
PDF
149kB

Abstract

The growing emphasis on affect and emotion in studies of adults learning mathematics reflects, and is supported by, increasing attention from social science and educational researchers to the influence of culture, society and language. The work reported here uses a discursive perspective to study the role of emotion in adults’ mathematical thinking. I consider emotion to be distinct from thinking, but not separable from it. Further, given that much of our evidence about emotions comes from the use of language and discourse in transcripts of interviews and group interaction, I adopt a provisional characterisation of affect and emotion as ‘charges’ on ideas (or on the terms in which they are expressed). In this study, I use the idea of ‘positioning’ in social practices to analyse the context of a person’s thinking and emotional experience during problem solving, and I suggest several types of indicator for emotion to be found in transcripts (or videotapes). Illustrations are given from an interview with a mature student studying mathematics at the beginning of her social science degree.

Item Type:Article
Research Areas:School of Science and Technology > Design Engineering and Mathematics
School of Health and Education > Education
ID Code:173
Permissions granted by publisher:With thanks to University of Technology Sydney.
Useful Links:
Deposited On:24 Oct 2008 12:37
Last Modified:19 Jul 2014 00:01

Repository staff only: item control page

Full text downloads (NB count will be zero if no full text documents are attached to the record)

Downloads per month over the past year