The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model

Mei-Shiu Chiu; Fou-Lai Lin; Kai-Lin Yang; Toshiyuki Hasumi; Tsung-Ju Wu; Pin-Syuan Lin

doi:10.29333/ejmste/12579

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Mei-Shiu Chiu ¹ ^* , Fou-Lai Lin ² , Kai-Lin Yang ² , Toshiyuki Hasumi ¹ ³ , Tsung-Ju Wu ² , Pin-Syuan Lin ¹

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¹ National Chengchi University, Taipei City, TAIWAN² National Taiwan Normal University, Taipei City, TAIWAN³ Ming Chuan University, Taipei City, TAIWAN^* Corresponding Author

Abstract

This study aims to build a framework for affect-focused (or affective) mathematical teaching (AMT), while promoting higher-order mathematical learning (e.g., pattern finding and deep understanding). The data sources were the class mathematics grounding activity designed by Taiwan’s mathematics educators, aiming to enhance students’ affective performances in learning mathematics with a theoretical base on the enactivist perspective. Qualitative methodology identified features of affective mathematics teaching and formed a framework for AMT, which defines AMT as transforming natural languages to mathematical languages, highlighting student agenda of upward learning (interest, sense, utter, and present), met by teacher agenda of caring (cultivate, amuse, reflect, and explain). Finally, the enactivist embodiment activities are embedded in the pedagogical structure of 4E phases: entry, entertainment, enlightenment, and enrichment. Affect and cognition interplay in each phase.

Keywords

affect
cognition
mathematics education
qualitative methods

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 12, Article No: em2187

https://doi.org/10.29333/ejmste/12579

Publication date: 26 Oct 2022

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How to cite this article

APA

Chiu, M.-S., Lin, F.-L., Yang, K.-L., Hasumi, T., Wu, T.-J., & Lin, P.-S. (2022). The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2187. https://doi.org/10.29333/ejmste/12579

Vancouver

Chiu MS, Lin FL, Yang KL, Hasumi T, Wu TJ, Lin PS. The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. EURASIA J Math Sci Tech Ed. 2022;18(12):em2187. https://doi.org/10.29333/ejmste/12579

AMA

Chiu MS, Lin FL, Yang KL, Hasumi T, Wu TJ, Lin PS. The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. EURASIA J Math Sci Tech Ed. 2022;18(12), em2187. https://doi.org/10.29333/ejmste/12579

Chicago

Chiu, Mei-Shiu, Fou-Lai Lin, Kai-Lin Yang, Toshiyuki Hasumi, Tsung-Ju Wu, and Pin-Syuan Lin. "The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 12 (2022): em2187. https://doi.org/10.29333/ejmste/12579

Harvard

Chiu, M.-S., Lin, F.-L., Yang, K.-L., Hasumi, T., Wu, T.-J., and Lin, P.-S. (2022). The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2187. https://doi.org/10.29333/ejmste/12579

MLA

Chiu, Mei-Shiu et al. "The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 12, 2022, em2187. https://doi.org/10.29333/ejmste/12579