Affect, Meta-Affect, and Mathematical Belief Structures

By G. Goldin. 2002

268 citations recorded by the source corpus.

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Citations in the corpus

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.”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Meta-affect is especially important in connection with beliefs; Goldin (2002) suggests, ‘‘prevailing belief structures…are powerfully stabilized by meta-affect.”
Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving (2009, background): “Nevertheless, as observed by Goldin (2002), traditionally research on students' performances has concentrated primarily on cognition, less on affect, and still less on interactions between them.”
Affect in mathematical problem posing: conceptualization, advances, and future directions for research (2020, background): “This distinction can be seen in the work of Goldin (2002, 2009) who stressed that, although research in mathematics education has focused primarily on cognition and far less on affect, the affective system is central to mathematical processing.”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, methodology): “Drawing on the work of McLeod (1992) and Goldin (2002), Grootenboer (2003b) developed the following model to conceptualise the affective domain (see Figure 1).”
Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students (2005, background): “Student Attitudes Towards Mathematics Goldin (2002) stated that a student’s affective system is central to her cognition and that its influence can enhance or inhibit cognitive activities.”
RF01: AFFECT IN MATHEMATICS EDUCATION - EXPLORING THEORETICAL FRAMEWORKS 1 (2004, background): “Let us consider some ingredients of a possible theoretical framework for discussing mathematical affect, based partially on joint work with Valerie DeBellis (DeBellis, 1996; DeBellis & Goldin, 1997, 1999; Goldin, 2000, 2002, and references therein).”
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).”
Affect and Meta-Affect in Mathematical Problem Solving: a Representational Perspective (2006, background): “We hypothesize meta-affect to be the most important aspect of affect (DeBellis, 1996; DeBellis and Goldin, 1997, 1999; Gomez-Chacon, 2000; Goldin, 2002).”
The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers. (2010, background): “Goldin (2002) distinguished between subdomians of affective representation as 1) emotions, 2) attitudes, 3) beliefs and 4) values, ethics, morals.”
Beliefs and Attitudes in Mathematics Education: New Research Results (2009, background): “Beliefs are reciprocally stabilizing, as they are interwoven into systems with other beliefs (see also Goldin, 2002). The implication for didactical processes is that beliefs are like inertia (see Pehkonen & Törner, 1996). The role of inertia in daily life is – at first glance – neutral, and so is t”
Images, Anxieties, and Attitudes toward Mathematics (2013, unknown): “Historically, many researchers in mathematics education (e.g., Forgas, 2001; Goldin, 2002; McLead, 1992; Petty, DeSteno, & Rucker, 2001) discussed affect as an important aspect of teaching and learning mathematics.”
The Roles of the Aesthetic in Mathematical Inquiry (2004, background): “First, the motivating factor of identification reveals a strong sense of “mathematical self-identity” ( Goldin, 1999 ), a spectrum of related affect and cognition that allows the mathematician to establish herself in relation to mathematics.”
On relationships between beliefs and knowledge in mathematics education (2003, background): “They are therefore rather stable and in them affective and cognitive sides get balanced (Goldin 2002).”