Meta-emotion and Mathematical Modeling Processes in Computerized Environments

Integrating technology into teaching mathematics is a complex issue whose inter-related components must be addressed holistically. The research on the interaction between affect and cognition proposed in this chapter focuses on a number of understudied areas in problem-solving: visualization, affect, meta-emotion and the identification of students’ affective pathways. The two studies described revealed the existence of several emotional phenomena associated with technology-assisted learning: (a) an initially positive attitude toward computer-aided mathematics learning and a preference for visual reasoning; (b) instrumental genesis associated with social and contextual dimensions of emotion and cognition; and (c) the effect of meta-emotion on task performance and the development of visual processes.

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