Investigating the Relationship between Affect and Cognition in Teaching and Learning

Wendee White

Investigating the Relationship between Affect and Cognition in Teaching and Learning

Research output: Contribution to conference › Other › peer-review

Abstract

This case study explores how changes in mathematics pedagogy affect a teacher’s mathematical affect affiliations, and the mathematical learning and attitudes of her students. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee. Measures included teacher interviews, child surveys, and video recordings of 13 mathematics lessons. This study uses an Affective Instructional Design (AID) to support the teacher changing mathematical pedagogy. AID is an adaptation of Kort et al.’s, (2001) Emotion-Learning Model, which suggests there is a relationship between affect and learning. Findings suggest changes in pedagogical practices can influence teacher and learner affect affiliations, children’s learning and attitudes in mathematics.

Original language	English
Publication status	Unpublished - 2017
Event	British Society for Research into Learning Mathematics (BSRLM) - Liverpool Hope University, Liverpool, United Kingdom Duration: 11 Nov 2017 → 11 Nov 2017 http://www.bsrlm.org.uk/previous-conferences/ (Link to conference information)

Conference

Conference	British Society for Research into Learning Mathematics (BSRLM)
Abbreviated title	BSRLM 2017
Country/Territory	United Kingdom
City	Liverpool
Period	11/11/17 → 11/11/17
Internet address	http://www.bsrlm.org.uk/previous-conferences/ (Link to conference information)

Cite this

@conference{728b906639ef48c6a73e1288d8fc6521,

title = "Investigating the Relationship between Affect and Cognition in Teaching and Learning",

abstract = "This case study explores how changes in mathematics pedagogy affect a teacher{\textquoteright}s mathematical affect affiliations, and the mathematical learning and attitudes of her students. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee. Measures included teacher interviews, child surveys, and video recordings of 13 mathematics lessons. This study uses an Affective Instructional Design (AID) to support the teacher changing mathematical pedagogy. AID is an adaptation of Kort et al.{\textquoteright}s, (2001) Emotion-Learning Model, which suggests there is a relationship between affect and learning. Findings suggest changes in pedagogical practices can influence teacher and learner affect affiliations, children{\textquoteright}s learning and attitudes in mathematics. ",

author = "Wendee White",

note = "In the conference abstracts the output is referred to as: The relationship between an affective instructional design, mathematical attitudes, and learning for early years. Output was delivered as a presentation at the conference with the title used in this record.; British Society for Research into Learning Mathematics (BSRLM), BSRLM 2017 ; Conference date: 11-11-2017 Through 11-11-2017",

year = "2017",

language = "English",

url = "http://www.bsrlm.org.uk/previous-conferences/",

}

TY - CONF

T1 - Investigating the Relationship between Affect and Cognition in Teaching and Learning

AU - White, Wendee

N1 - In the conference abstracts the output is referred to as: The relationship between an affective instructional design, mathematical attitudes, and learning for early years. Output was delivered as a presentation at the conference with the title used in this record.

PY - 2017

Y1 - 2017

N2 - This case study explores how changes in mathematics pedagogy affect a teacher’s mathematical affect affiliations, and the mathematical learning and attitudes of her students. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee. Measures included teacher interviews, child surveys, and video recordings of 13 mathematics lessons. This study uses an Affective Instructional Design (AID) to support the teacher changing mathematical pedagogy. AID is an adaptation of Kort et al.’s, (2001) Emotion-Learning Model, which suggests there is a relationship between affect and learning. Findings suggest changes in pedagogical practices can influence teacher and learner affect affiliations, children’s learning and attitudes in mathematics.

AB - This case study explores how changes in mathematics pedagogy affect a teacher’s mathematical affect affiliations, and the mathematical learning and attitudes of her students. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee. Measures included teacher interviews, child surveys, and video recordings of 13 mathematics lessons. This study uses an Affective Instructional Design (AID) to support the teacher changing mathematical pedagogy. AID is an adaptation of Kort et al.’s, (2001) Emotion-Learning Model, which suggests there is a relationship between affect and learning. Findings suggest changes in pedagogical practices can influence teacher and learner affect affiliations, children’s learning and attitudes in mathematics.

UR - http://www.bsrlm.org.uk/wp-content/uploads/2017/06/BSRLM-Autumn-Conference-2017-Abstracts.pdf

M3 - Other

T2 - British Society for Research into Learning Mathematics (BSRLM)

Y2 - 11 November 2017 through 11 November 2017

ER -

Investigating the Relationship between Affect and Cognition in Teaching and Learning

Abstract

Conference

Other files and links

Fingerprint

Cite this