Identifying subgroups of CERME affect research papers

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http://hdl.handle.net/10138/231695

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Hannula , M S & Garcia Moreno-Esteva , E 2017 , Identifying subgroups of CERME affect research papers . in T Dooley & G Gueudet (eds) , Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). . Dublin City University , Dublin, Ireland , pp. 1098 - 1105 , Tenth Congress of the European Society for Research in Mathematics Education , Dublin , Ireland , 01/02/2017 .

Title: Identifying subgroups of CERME affect research papers
Author: Hannula, Markku S.; Garcia Moreno-Esteva, Enrique
Editor: Dooley, Thérèse; Gueudet, Ghislaine
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
Publisher: Dublin City University
Date: 2017
Language: eng
Number of pages: 8
Belongs to series: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017).
ISBN: 978-1-873769-73-7
URI: http://hdl.handle.net/10138/231695
Abstract: Research in mathematics related affect uses a variety of theoretical frameworks. Three different dimensions have been suggested as significant to characterize concepts in this area: (1) emotional, motivational, and cognitive aspects of affect, (2) state and trait aspects of affect, and (3) physiological, psychological, and sociological level of theorizing affect. In this study, we used the information in reference lists and graph theory to identify Graph Communities (coherent clusters) of research papers published in the affect groups of CERME conferences. The four main Graph Communities identified in the analysis were Foundation (beliefs, attitudes, emotions), Self-Efficacy, Motivation, and Teacher Development. There were six smaller Graph Communities that may suggest emerging new frameworks: Academic Emotions, Metacognition, Teacher Beliefs, Resilience, Meaning, and Identity. These results suggest that of the three possible dimensions to structure the area, the distinction between cognition (beliefs), motivation, and emotions is the most important one.
Subject: 516 Educational sciences
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