Search

In this paper, a nationally representative longitudinal data of mathematics learning outcomes in Finland is analyzed in order to determine the direction of causality between mathematics-related affect and achievement. First, the results indicated that students' mathematical achievement, emotion, and self-efficacy were significantly stable over time. Different models were estimated to test the reciprocal relationship between students affect and achievement. The results indicated that mathematics achievement and self-efficacy have a reciprocal relation, where the dominant effect is from achievement to self-efficacy. The results indicate also a weaker unidirectional effect from achievement to emotion. [For the complete proceedings, see ED597799.]

This article reports what kind of metaphors do Finnish pre-service (n=72) and in-service (n=65) mathematics teachers use for teacher's role, how do these metaphors differ and do in-service teachers metaphors differ due teaching experience. Data was gathered via questionnaires in years 2010-2013. Metaphors provide insights into beliefs that are not explicit or consciously held and show teacher's beliefs about themselves. Changing teachers' beliefs can help to change teachers' behaviours and in such way improve teaching and learning process. Metaphors were classified into five categories. The most common metaphor used by pre-service teachers was self-referential 46% (n=33). In-service teachers used by far didactical metaphors (51%, n=33) and only 15% (n=10) presented a self-referential metaphor. [For the complete proceedings, see ED597799.]

Mathematics-related affect is told to predict choices concerning future studies, to correlate with performance, and to be of importance per se. Unfortunately, the affect towards mathematics is frequently reported to be low in several countries, and this contradiction cannot be solved before knowing more about its development. The objective of this study is to increase our knowledge about the timing of the affective factors getting worse, which is crucial for implementing interventions at a correct phase. We investigated a longitudinal data covering Finnish students' affect during comprehensive school years (n=3502). As a result, it was found that enjoyment of mathematics is most likely to decrease during primary school years, whereas self-efficacy is most likely to decrease during lower secondary school years. [For the complete proceedings, see ED597799.]

Emotions play important part in mathematical problem solving, yet the theories of their role are still at their preliminary stages. In our study, we introduce a method, where screen recordings and automatic emotion recognition software are used to study the emotional states of five upper secondary school students during a solitary GeoGebra problem solving session. Common emotional states during problem solving were neutral (40% of time), sad (34% of time), happy (15% of time) and angry (8% of time). Different phases of problem solving were emotionally different, non-neutral emotional states being most prevalent during decision points such as using the undo button. The method used opens possibilities for new kinds of research designs for studying the role of emotions in problem solving. [For the complete proceedings, see ED597799.]