“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

Author:

Eynde Peter Op ’t,Corte Erik De,Verschaffel Lieven

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference25 articles.

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2. Cobb, P. and Bowers, J.: 1999, ‘Cognitive and situated learning: Perspectives in theory and practice,’ Educational Researcher 28(2), 4–15.

3. Dai, D.Y. and Sternberg, R.J.: 2004, ‘Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development,’ in D.Y. Dai and R.J. Sternberg (eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 3–38.

4. De Corte, E., Op’t Eynde, P. and Verschaffel, L.: 2002, ‘“Knowing what to believe”: The relevance of students’ mathematical beliefs for mathematics education,’ in B.K. Hofer and P.R. Pintrich (eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 297–320.

5. Drodge, E. and Reid, D.: 2001, ‘Embodied cognition and the mathematical emotional orientation,’ Mathematical Thinking and Learning 2, 249–267.

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