What to learn from what we feel? The role of students' emotions in the mathematics classroom

By P. O. '. Eynde, Erik De Corte, Lieven Verschaffel. 2001

56 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d35e7cceee90f4ca49be4e20577f5ce6ae1ecc5a

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Citations in the corpus

Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach (2006, unknown): “, Op ‘t Eynde et al., in press a, b; Turner, Husman, & Schallert, 2002). 370 Educ Psychol Rev (2006) 18:361–376”
Theory and methodology in researching emotions in education (2007, background): “…to study social and emotional relationships in the classroom and the school context (e.g. Hargreaves, 1998, 2000, 2001; Nias, 1996 and the rest of the papers in this special issue; Op’t Eynde et al., 2001; Van Veen, 2003; Van Veen & Lasky, 2005 and most of the papers in this special issue).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, background): “Raising a critical issue for multilevel approaches, Op't Eynde et al. (2001) point out that limited resources and the complexities of interpretation have traditionally forced researchers to emphasize either an individual, interpersonal, or communal analysis.”
Inquiry on Emotions in Education (2002, background): “…hallmark of this approach is the focus on cultural and contextual embededness of what occurs in different activity settings (Barab, Hay, & Yamagata-Lynch, 2001; Hickey & McCaslin, 2001; Op’t Eynde et al., 2001; Ratner, 1989, 2000; Tharp, Estrada, Dalton, & Yamanchi, 2000; Tharp & Gallimore, 1988).”
Instructing Low‐Achievers in Mathematical Word Problem Solving (2010, background): “Pressley et al. [1992] on transactional dialogue) while the students were playing the game.”