Affect, mathematical Thinking and Intercultural learning; A Study on Educational practice
| dc.book.title | Proceedings of the fourth congress of the European Society for Research in Mathematics Education :18-21 February 2005, Sant Feliu de Guíxols | |
| dc.contributor.author | Gómez Chacón, Inés María | |
| dc.contributor.editor | Bosch, Marianna | |
| dc.date.accessioned | 2023-06-20T13:40:08Z | |
| dc.date.available | 2023-06-20T13:40:08Z | |
| dc.date.issued | 2005 | |
| dc.description | CERME 4 : European Research in Mathematics Education IV | |
| dc.description.abstract | Studies dealing with affect and mathematical learning in multicultural contexts are rare. This paper explores the interaction between mathematical thinking and affect in these contexts. A study made in 2003, in Belgium, carried out with secondary level students of Portuguese origin is presented. The methodology and the schema of analysis involved have been previously used by this author in earlier investigations in Spain. It is a framework with parameters which disclose the origin and the evaluation of the emotional responses in the subjects. | |
| dc.description.department | Depto. de Álgebra, Geometría y Topología | |
| dc.description.faculty | Fac. de Ciencias Matemáticas | |
| dc.description.refereed | TRUE | |
| dc.description.status | pub | |
| dc.eprint.id | https://eprints.ucm.es/id/eprint/23294 | |
| dc.identifier.isbn | 84-611-3282-3 | |
| dc.identifier.officialurl | http://www.mathematik.uni-dortmund.de/~erme/CERME4/CERME4_WG2.pdf#page=32 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14352/53302 | |
| dc.language.iso | eng | |
| dc.page.final | 204 | |
| dc.page.initial | 194 | |
| dc.publication.place | Cataluña | |
| dc.publisher | European Society for Reseach in Mathematics Education | |
| dc.rights.accessRights | open access | |
| dc.subject.cdu | 51:37 | |
| dc.subject.ucm | Enseñanza de las Matemáticas | |
| dc.title | Affect, mathematical Thinking and Intercultural learning; A Study on Educational practice | |
| dc.type | book part | |
| dcterms.references | EISENHART, M. A.: 1988, The ethnographic research tradition and mathematics education research. Journal for Research in Mathematics Education, 19 (2), 99-114. COBB, P. & HODGE, L. L. (press) An Interpretive Scheme for Analyzing the identities that Students Develop in Mathematics Classrooms, Journal of the Learning Sciences. EVANS, J., HANNULA; M., PHILIPPOU, G.; ZAN, R. (2003) Thematic working group 2: Affect and Mathematical Thinking, In M: A. Mariotti (ed.) Proceedings of CERME 3: Third Conference of the European Society for Research in Mathematics Education 28 February – 3 March 2003 in Bellaria, Italy. Published on the web: http://www.dm.unipi.it/~didattica/CERME3/proceedings/ GÓMEZ-CHACÓN, I.M.: 1995, ‘Mathematics in the “Centro-Taller”: Looking for the connections between the affective issues and the cultural influences in the mathematical learning’, A paper presented at the 19th Annual Meeting of International Group for the Psychology of Mathematics Education (PME), in Booklet Cultural aspects in the Learning of Mathematics, Some current developments. PME19, Recife, pp. 33–46. GÓMEZ-CHACÓN, I. M.: 2000a, Matemática emocional. Los afectos en el aprendizaje matemático. (Emotional Mathematics. Affects in Mathematics Learning) Madrid: Narcea. GÓMEZ-CHACÓN, I. M.: 2000b, Affective influences in the knowledge of mathematics, Educational Studies in Mathematics, 43: 149-168. GÓMEZ-CHACÓN, I. M.: 2002, Cuestiones afectivas en la Enseñanza de las Matemáticas. Una perspectiva para el profesor (Affective Questions in the teaching of Mathematics. A perspective for the teacher). In L. C. Contreras and L.J. Blanco, Aportaciones a la formacion inicial de maestros en el area de Matematicas: Una mirada a la practica docente, Caceres: Universidad de Extremadura, pp23-58. FIGUEIRAL, L. & GÓMEZ-CHACÓN, I. M.:, 2003, Education in mathematics in a Europe of different cultures? En, A. Ross (Ed.), A Europe of Many Cultures. CICE Thematic Network Project. Institute of Policy Studies in Education, London Metropolitan University. pp. 37-45 GOLDIN, G.A.: 1998, Representational systems, learning and Problem Solving. Journal of Mathematical Behavior, 17 (2), 137-165. GÓMEZ-CHACÓN, I. M. y FIGUEIRAL, L.: 2004, Emotion and Affect in Mathematical Education. Exploring a Theoretical Framework of Interpretation, Proceedings 28th International Conference of the International Group for the Psychology of Mathematics Education, PME28 in Bergen, Norway 14 - 18 July. HANNULA, M. S., EVANS, J, PHILIPPOU, G., & ZAN, R. (coordinators): 2004, Affect in mathematics education – exploring theoretical frameworks. In M. J. Høines & A. B. Fuglestad (eds.) Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education. Vol 1, 107 – 138. Bergen University College. OP ’T EYNDE, P. & DE CORTE, E.: 2002, Accepting emotional complexity: a component systems approach of emotions in the mathematics classroom. Symposium Motivation and emotion research in education: Theoretical frameworks and methodological issues at the 2002 Annual Meeting of the American Educational Research Association, April 1-5, 2002 in New Orleans, Louisiana. VOLET, S.: 2001, Understanding learning and motivation in context: A multi-dimensional and multilevel cognitive-situative perspective. In S. Volet, & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical and methodological implications. A volume in the EARLI/Pergamon "Advances in Learning and Instruction" series. pp. 57-82 | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | 4b7e4885-a794-434a-8839-9a32f54d84ec | |
| relation.isAuthorOfPublication.latestForDiscovery | 4b7e4885-a794-434a-8839-9a32f54d84ec |
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