The role of affect in the teaching and learning of mathematics is widely recognised by researchers in the field of mathematics education, and a plethora of literature has been published on the subject. However, the related issue of meta-affect has been addressed only minimally. This paper aims to increase awareness of its importance within the community of mathematics teachers and mathematics teacher trainers. More specifically, it suggests how a meta-affective approach may be usefully adopted by mathematics teachers in the classroom as well to catalyse the personal and professional growth of current or future mathematics teachersI
Moscucci, M. (2009). Why Is There Not Enough Fuss About Affect and Meta-affect Among Mathematics Teachers?. In Proceedings of the Sixth Conference of European Research in Mathematics Education (pp.1811-1820). INST NATL RECHERCHE PEDGOGIQUE.
Why Is There Not Enough Fuss About Affect and Meta-affect Among Mathematics Teachers?
Moscucci, M.
2009-01-01
Abstract
The role of affect in the teaching and learning of mathematics is widely recognised by researchers in the field of mathematics education, and a plethora of literature has been published on the subject. However, the related issue of meta-affect has been addressed only minimally. This paper aims to increase awareness of its importance within the community of mathematics teachers and mathematics teacher trainers. More specifically, it suggests how a meta-affective approach may be usefully adopted by mathematics teachers in the classroom as well to catalyse the personal and professional growth of current or future mathematics teachersIFile | Dimensione | Formato | |
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https://hdl.handle.net/11365/20082
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