viernes, 26 de febrero de 2010

The affective dimension of learning and teaching mathematics and science

Blanco, L.J.; Guerrero, E.; Caballero, A,; Brígido, M. & Mellado, V. (2010). The affective dimension of learning and teaching mathematics and science. En Caltone, M. P. Handbook of Lifelong Learning Developments. Cap. 10. 265-287 . Nova Science Publishers. New York. ISBN: 978-1-60876-177-7


Learning scientific and mathematics concepts is more than a cognitive process. Learning and teaching is highly charged with feeling. Nevertheless, in schools and universities, science and mathematics is for the most part portrayed as a rational, analytical, and non-emotive area of the curriculum, and teachers, texts and curricular documents commonly present images of science and mathematics that embody a sense of emotional aloofness.
In the chapter, we review the most significant research on the affective domain in teaching and learning Science and Mathematics. We describe the research program carried out in the University of Extremadura (Spain) on the influence of emotions in primary pre-service teachers' process of learning to teach science and mathematics. We present the diagnostic studies that we conducted to determine the emotions that these primary pre-service teachers felt when they were learning science and mathematics in school, relating them to different variables (sex, education, topic, problem solving, etc.), and the emotions they feel when they are teaching science and mathematics during their practice teaching. Finally, we show the results of an intervention program for primary pre-service teachers which focuses on emotional control in solving mathematics problems in order to foster change in attitudes, beliefs, and emotions towards mathematics and its learning and teaching.

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