Investigating the Relationship between Affect and Cognition in Teaching and Learning

Research output: Contribution to conferenceOtherpeer-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 languageEnglish
Publication statusUnpublished - 2017
EventBritish Society for Research into Learning Mathematics (BSRLM) - Liverpool Hope University, Liverpool, United Kingdom
Duration: 11 Nov 201711 Nov 2017
http://www.bsrlm.org.uk/previous-conferences/ (Link to conference information)

Conference

ConferenceBritish Society for Research into Learning Mathematics (BSRLM)
Abbreviated titleBSRLM 2017
CountryUnited Kingdom
CityLiverpool
Period11/11/1711/11/17
Internet address

Fingerprint Dive into the research topics of 'Investigating the Relationship between Affect and Cognition in Teaching and Learning'. Together they form a unique fingerprint.

Cite this