
05882057
a
2011e.00209
Cobb, Paul
Yackel, Erna
Wood, Terry
Young children's emotional acts while engaged in mathematical problem solving.
Yackel, Erna (ed.) et al., A journey in mathematics education research. Insights from the work of Paul Cobb. Berlin: Springer (ISBN 9789048197286/hbk; 9789048197293/ebook). Mathematics Education Library 48, 4171 (2010).
2010
Berlin: Springer
EN
C20
C30
C50
C70
D50
emotional acts
beliefs
social context
social norms
classroom social interaction
obligations and expectations
doi:10.1007/9789048197293_5
Summary: The analysis reported in this chapter focuses on a secondgrade classroom in which the children typically displayed positive emotional acts as they attempted to solve personally challenging mathematics problems. We argue that, within the microculture established in a particular classroom, certain emotional acts but not others are appropriate in situations such as solving challenging mathematical tasks. The emotional acts that are warranted in particular situations can differ significantly from one classroom to another depending on the nature of the social norms that have been established. We illustrate how the negotiation of social norms that contrasted sharply with those established in most US mathematics classroom made possible the children's generally positive responses to mathematical problem solving. In the final section of the chapter, we discuss the implications for the development of productive classroom learning environments in which debilitating emotions such as frustration while solving mathematical problems are not warranted.