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RESEARCH PAPER
The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model
1
National Chengchi University, Taipei City, TAIWAN
2
National Taiwan Normal University, Taipei City, TAIWAN
3
Ming Chuan University, Taipei City, TAIWAN
Publication date: 2022-10-26
EURASIA J. Math., Sci Tech. Ed 2022;18(12):em2187
KEYWORDS
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.
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