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The Role of Affect in Mathematical Problem Solving

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Affect and Mathematical Problem Solving

Abstract

When students are given a nonroutine mathematical problem to solve, their reactions often include a lot of emotion. If they work on the problem over an extended period of time, the emotional responses frequently become quite intense. Many students will begin to work on a problem with some enthusiasm, treating it like a puzzle or game. After some time, the reactions become more negative. Students who have a plan to solve the problem may get stuck trying to carry out the plan. They often become quite tense; they may try to implement the same plan repeatedly, getting more frustrated with each unsuccessful attempt. If the students obtain a solution to the problem, they express feelings of satisfaction, even joy. If they do not reach a solution, they may angrily insist on help so that they can reduce their frustration.

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Authors
  1. Douglas B. McLeod
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Editors and Affiliations

  1. Elementary and Secondary Education, Washington State University, 99164-2122, Pullman, Washington, USA

    Douglas B. McLeod

  2. University of Georgia, 105 Aderhold Hall, 30602, Athens, Georgia, USA

    Verna M. Adams

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© 1989 Springer-Verlag New York Inc.

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McLeod, D.B. (1989). The Role of Affect in Mathematical Problem Solving. In: McLeod, D.B., Adams, V.M. (eds) Affect and Mathematical Problem Solving. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3614-6_2

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  • DOI: https://doi.org/10.1007/978-1-4612-3614-6_2

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-8178-8

  • Online ISBN: 978-1-4612-3614-6

  • eBook Packages: Springer Book Archive

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