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

By P. O. '. Eynde, Erik De Corte, Lieven Verschaffel. 2006

173 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8a6287512467f68e34a830b976ba643fe6fd17b7

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Citations in the corpus

Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences (2015, background): “Op’t Eynde et al. (2006) in line with social–cognitive theories incorporated the issues of motivation in the socio-constructivist perspective on learning, recognizing the close association between (meta) cognitive, motivational, and affective factors in students’ learning.”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, unknown): “Prawat & Anderson, 1994 ; Op’t Eynde, DeCorte, & Verschaffel, 2001 , 2006 ).”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “Typical item examples are “I feel that, to me, being good at solving problems which involve math or reasoning mathematically is (not at all important, …very important)” for perceived task value (Eccles & Wigfield, 1995 )o r“How much do you like doing math-related tasks at school?” for task motivatio”
Emotion, identity and teacher learning: becoming a primary mathematics teacher (2007, background): “(Op’t Eynde et al., 2006, p. 194) Op’t Eynde et al.’s emphasis on values points to the ways in which positional and figured aspects of identity interact.”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Op 't Eynde, De Corte and Verschaffel ( 2006 , 98) also emphasise the need to “stay aware of the close interactions between affective, motivational, and cognitive processes within emotional processes and mathematics learning” in their socioconstructivist approach.”
Understanding Reading Anxiety: New Insights from Neuroscience (2010, background): “Emotions provide a critical tool in comprehending print because they provide value, meaning, and strategies when problem solving (Eynde et al. 2006).”