Affect and Meta-Affect in Mathematical Problem Solving: a Representational Perspective

By Valerie A. DeBellis, G. Goldin. 2006

405 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3362ed6bdf5fa6ce3ba68771ced1db5eb1e24084

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Statistics and Probability

Citations in the corpus

Engaging in Science: A Feeling for the Discipline (2016, background): “These feelings are part of engaging in science, and learning science is in part meta-affective (deBellis & Goldin, 2006), as students come to anticipate the “pleasure of finding things out” (Feynman, 1999, p. 1), to manage frustrations, to notice and follow up on affective cues that something seems…”
Factors that Influence Mathematical Creativity (2019, background): “DeBellis and Goldin (2006) further explain these four concepts of affect ranging from most rapidly changing to most stable.”
Attitude towards mathematics: a bridge between beliefs and emotions (2011, background): “Emotions are also seen to be functional, with a key role in human coping, adaptation and decision making (Evans, 2000; De Bellis & Goldin, 2006 ).”
A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving (2008, background): “De Lange (1987) lists four functions of realistic context problems: enabling concept formation, facilitating model formation, providing a wider range of utility, and more interesting practice problems.”
Beliefs and Attitudes in Mathematics Education: New Research Results (2009, background): “DeBellis and Goldin introduced the term “meta-affect” to describe – in analogy with “metacognition” – affect about affect, affect about cognition about affect, the affective context of affect, and affective monitoring (DeBellis, 1996; DeBellis & Goldin, 1997, 1999, 2006).”
From beliefs to dynamic affect systems in mathematics education : exploring a mosaic of relationships and interactions (2015, background): “The book’s title may be a minor detraction, as readers may assume the book advocates moving away from the beliefs-as-objects view espoused by McLeod (1992), DeBellis and Golding (2006), and others to a more dynamic and interactive construction.”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “For some researchers, MA is similar to a trait or an attitude (Frary & Ling, 1983; Leder & Forgasz, 2002; McLeod, 1994), whereas others regard anxiety as something that is elicited by mathematics tasks and which can influence subsequent performance (Ashcraft & Ridley, 2005; DeBellis & Goldin, 2006).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “These students showed significantly higher levels of positive attitudes towards making mistakes (Study 1) and mastery orientation (Study 2) and are in line with findings reported by Diener and Dweck (1980) and Dweck and Leggett (1988). Furthermore, mastery goal orientation was associated with higher”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “(6) In analogy with metacognition (Flavell, 1979), metaaffect includes ‘‘affect about affect, affect about and within cognition that may again be about affect, monitoring of affect, and affect as monitoring.’’ (Goldin, 2002, p. 59; see also DeBellis & Goldin, 2006 ).”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, neutral): “…relationship between group dynamics and mathematical learning (Boaler, 2008; Cohen & Lotan, 2014; Esmonde & Langer-Osuna, 2013; Gresalfi, 2009; Sengupta-Irving, 2014; Sengupta-Irving & Enyedy, 2014), and problem solving in particular (DeBellis & Goldin, 2006; Goldin, 2000; Schoenfeld, 1992, 2014).”
Mother and Child Emotions during Mathematics Homework (2008, background): “…1993; Skelton, 1993) and socioconstructivist and component systems perspectives (e.g., Op‘t Eynde, de Corte, & Verschaffel, 2006), as well as theoretical models situating affect within a self-system (e.g., Malmivuori, 2006) or an internal representational system (e.g., DeBellis & Goldin, 2006).”
An examination of middle school students’ representation practices in mathematical problem solving through the lens of expert work: towards an organizing scheme (2011, background): “Most notably DeBellis and Goldin (2006) performed a series of studies that suggested that feelings of success or frustration that students may experience in problem solving while engaging with a particular representation may impact (positively or negatively respectively) their subsequent interest ”