Affective Aspects on Mathematics Conceptualization: From Dichotomies to an Integrated ApproachReport as inadecuate




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International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p269-276

The present paper aims to propose a theoretical reflection in order to overcome a strong tradition in psychology concerning the analysis of cognition and affectivity as dichotomic processes explaining human behaviours. A general theory of the human subject is presented to discussion, followed by the proposition of a new unit of analysis for the study of mathematical activity, integrating affectivity and cognition. The choice of such a unit of analysis takes into account the specificity of conceptualization and learning in mathematics, the interest of pre-conceptual competencies-in-action, and the need of studying culturally meaningful situations. This theoretical effort is considered especially relevant for increasing the contribution of psychology of mathematics education in the research context of mathematics education. [For complete proceedings, see ED500859.]

Descriptors: Mathematics Education, Psychology, Cognitive Ability, Cognitive Processes, Brain, Problem Solving

International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info[at]igpme.org; Web site: http://igpme.org





Author: Araujo, Claudia Roberta; Andrade, Fernanda; Hazin, Izabel; Falcao, Jorge Tarcisio da Rocha; do Nascimento, Jorge Costa; Lessa, Mon

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4782&id=ED500933







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