Affective Pathways and Representation in Mathematical Problem Solving

By G. Goldin. 2000

209 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/50a3b87de35994330b8e9895a8f3a70c93a3134c

How researchers see this paper

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

In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

RF01: AFFECT IN MATHEMATICS EDUCATION - EXPLORING THEORETICAL FRAMEWORKS 1 (2004, background): “(E.g. Goldin, 2000; Lazarus, 1991; Mandler, 1989; Power & Dalgleish, 1997) However, there is no agreement on how many basic emotions there are, or what they would be - or even if there are any basic emotions.”
A review of Instruments Created to Assess Affect in Mathematics (2010, background): “For at least 40 years, mathematics educators have been creating instruments to assess affect (DeBellis, 1996; DeBellis & Goldin, 1997; DeBellis & Goldin, 1993; Goldin, 2000; McLeod, 1989, 1992, 1994).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Studies of students’ emotions have typically been made in the context of problem solving (eg, Schoenfeld 1985 ; DeBellis and Goldin 1997 ; Goldin 2000 ).”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “(5) Building on the ideas of Zajonc (1980), Rogers (1983), and others, Goldin (2000) discusses affect as a system of internal representation, suggesting that emotional states encode information or meanings exchanged with verbal, imagistic, notational, and strategic representational systems during…”
Do Mathematical Gender Differences Continue? A Longitudinal Study of Gender Difference and Excellence in Mathematics Performance in the U.S. (2006, background): “…Jessup 1997; Fennema and Peterson 1985), differential course-taking patterns (Davenport et al. 1995), the contribution of affect and attitude variables (Aiken 1976; Frost, Hyde, and Fennema 1994; Goldin 2000; Kramarae and Treichler 1990; Reyes 1984; Tiedemann 2000), and socialization (Weiler 1988).”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “Our assertion derives from extensive research on peer collaboration, which argues a 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 solv”
A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI) (2013, background): “McLeod’s seminal work in the 90s, in particular, led to a new phase of research on affects in mathematics education (Di Martino & Zan, 2011; Goldin, 2000, 2002; Grootenboer & Hemmings, 2007; Malmivuori, 2001, 2006, 2007; Schlöglmann, 2003).”
The Roles of the Aesthetic in Mathematical Inquiry (2004, background): “As such, in illustrating each role of the aesthetic in mathematical inquiry, I also attempt to identify the emotions, attitudes, beliefs, and values—some of the elements of the affective domain ( Goldin, 2000 )—that are intertwined with aesthetic responses.”
Gender Differences in Growth in Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences (2002, background): “Affective factors play an important role in the learning and teaching of mathematics (Goldin, 2000; McLeod, 1990).”
Mother and Child Emotions during Mathematics Homework (2008, background): “Similarly, Goldin (2000 , 2002 ) contended that, over time, the cumulative effects of emotional responses to mathematics contribute to the development of a stable, global affective approach to mathematics.”
Affect and Meta-Affect in Mathematical Problem Solving: a Representational Perspective (2006, background): “The present article reflects the authors’ 15-year collaboration on a theoretical framework for affect in the context of individual mathematical problem solving (DeBellis, 1996, 1998; DeBellis and Goldin, 1997, 1999; Goldin, 2000, 2002).”
Conceptualising, investigating and stimulating representational flexibility in mathematical problem solving and learning: a critical review (2009, methodology): “After performing different qualitative studies involving task-based interviews, DeBellis and Goldin (2006; Goldin 2000, 2003 ) concluded that whether a student feels a particular preference towards one representation or another is often mediated by affective factors.”