Affective influences in the knowledge of mathematics

By I. M. Gómez-Chacón. 2000

137 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f1984449da20e50f09034d64b9ee2ebcdf9d8000

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Approach to mathematical problem solving and students’ belief systems: two case studies (2009, background): “Several studies in the field of research in mathematics problem solving point to the role of (meta)cognitive and (meta)affective factors and the interrelated influence of these factors on the PS process (De Corte, Verschaffel, & Op’t Eynde, 2000; Furinghetti & Morselli, 2009; Gomez-Chacon, 2000; L”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Further, related discussions of affect with regard to mathematics learning may be found in Gomez-Chacon (2000) ; Hannula (2002); Lesh, Hamilton, & Kaput (2007); Zan, Brown, Evans, & Hannula (2006); Evans, Morgan, & Tsatsaroni (2006); and references therein.”
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).”
Affect in mathematical problem posing: conceptualization, advances, and future directions for research (2020, background): “Goldin (2009) and Gómez-Chacón (2000) also distinguished between local and global affect.”
Teachers’ Attitudes Towards Statistics (2011, background): “Three of the generally accepted components of the term “attitude” (Aiken, 1980; Auzmendi, 1991; Olson & Zanna, 1993; Gomez-Chacon, 2000 ) are: (a) Affective: feelings about the object in question, (b) Cognitive: the person’s self-perception as regards the object, and (c) Behavioural: the person’s i”
Learning environment and students' mathematics attitude (2012, background): “Overall, different categorisations of attitude are tantamount to three interwoven dimensions: affective responses, cognitions and behavioural intentions (Ajzen, 1988; Di Martino & Zan, 2010; Gómez-Chacón, 2000; Ruffell, Mason, & Allen, 1998).”