Abstract
Students in mathematical problem-solving situations often experience confusion and loss of meaning. In these situations, affective and social factors are as much part of the student's thinking and behavior as are cognitive factors. These additional factors might include, for example, the need to make sense and the need to meet expectations of the authority figure involved (e.g., teacher or researcher). In this paper we attempt to analyze students' productions, taking into account such additional affective and social factors. To this end, we have tried to reproduce the student's voice in what we call virtual monologue. It consists of a monologue in the student's voice given in first person language, in which we try to describe as vividly and as faithfully as we can our picture of what might be going on in the student's mind during such situations.
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Leron, U., Hazzan, O. The World According to Johnny; A Coping Perspective in Mathematics Education. Educational Studies in Mathematics 32, 265–292 (1997). https://doi.org/10.1023/A:1002908608251
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DOI: https://doi.org/10.1023/A:1002908608251