El dominio afectivo en la resolución de problemas matemáticosuna jerarquización de sus descriptores

  1. Caballero Carrasco, Ana
  2. Cárdenas Lizarazo, Janeth
  3. Gómez del Amo, Rosa
Revue:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Année de publication: 2014

Titre de la publication: CONVIVIR Y CONDUCTA

Volumen: 7

Número: 1

Pages: 233-246

Type: Article

DOI: 10.17060/IJODAEP.2014.N1.V7.795 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objectifs de Développement Durable

Résumé

At present the relevance of the affective domain in the learning and personal development and, specifically, in mathematics and mathematics problem solving (MPS) is observed. However, as Gómez- Chacón ( 2000) suggests, a persistent problem in the understanding of affect in the teaching and learning of mathematics has been to find a clear definition of what is affection or the affective domain. That is why the aim of this paper is to provide a clear definition of the affective domain in mathematics and MPS as well as identify and rank the descriptors or dimensions that comprise this construct: attitudes (mathematics and toward mathematics) , emotions (emphasis in anxiety as the most influential in the MPS) and beliefs ( about the nature and the teaching and learning of mathematics and MPS, about the social context and about self as problem solver. As a innovative aspect, further elucidate the discussion between consider the anxiety as an emotion or attitude, we include generalized control expectations (contingency, helplessness, belief in luck, self-efficacy and success) in beliefs about oneself as a mathematic learner and mathematics problems solver..

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