id: 06545244
dt: j
an: 2016b.00157
au: Martínez-Sierra, Gustavo; García-González, María del Socorro
ti: Undergraduate mathematics students’ emotional experiences in linear
algebra courses.
so: Educ. Stud. Math. 91, No. 1, 87-106 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: C25 H65
ut: emotions in mathematics education; students’ emotions; theory of
cognitive structure of emotions; linear algebra
ci:
li: doi:10.1007/s10649-015-9634-y
ab: Summary: Little is known about students’ emotions in the field of
Mathematics Education that go beyond students’ emotions in problem
solving. To start filling this gap this qualitative research has the
aim to identify emotional experiences of undergraduate mathematics
students in Linear Algebra courses. In order to obtain data,
retrospective focus group interviews were carried out with 27 students.
Data analysis is based on the theory of cognitive structure of
emotions, which specifies eliciting conditions for each emotion and the
variables that affect intensity of emotions. Results show that the
participants’ emotional experiences in Linear Algebra courses are:
satisfaction and disappointment emotions, fear emotions, distress
emotions and self-reproach emotions. These emotions are triggered by
the appraisal of different situations like the difficulty attributed to
Linear Algebra courses, solving problems, asking questions in class,
going to the blackboard to solve problems and failure in a course. The
students’ emotional experiences are based on their appraisal of the
situations in terms of specific goals and standards. Some implications
for future research on affect in Mathematics Education are discussed.
rv: