
06271458
j
2014c.00463
Blanco, Lorenzo J.
Guerrero Barona, Eloisa
Caballero Carrasco, Ana
Cognition and affect in mathematics problem solving with prospective teachers.
Math. Enthus. 10, No. 12, 335364 (2013).
2013
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D59
C39
C29
problem solving
teaching
affective variables
affective domain
beliefs
student attitudes
emotions
preservice teacher education
heuristics
problem solving strategies
research
self concept
http://www.math.umt.edu/tmme/vol10no1and2/13Blancoet%20al_pp335_364.pdf
Summary: Recent studies relating the affective domain with the teaching and learning of mathematics, and more specifically with mathematics problem solving, have focused on teacher education. The authors of these studies have been ever more insistently pointing to the need to design educational programs that take an integrated cognitive and affective approach to mathematics education. Given this context, we have designed and implemented a program of intervention on mathematics problem solving for prospective primary teachers. We here describe some results of that program.