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Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

Artigo2024

Inés María Gómez Chacón ORCID; José María Marbán Prieto ORCID

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Resumo

Abstract Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 56, n. 6, p. 1223-1237
Editora
Springer Science+Business Media
Ano
2024 (2024-08-27)
Idioma
en
Palavras-chave
epistemic emotions; pre-service mathematics teachers; knowledge for teaching; problem solving; classroom reflection; surprise; boredom; emotion regulation; teacher professional development
Temas
Formação de Professores de Matemática, Resolução de Problemas
DOI
10.1007/s11858-024-01624-5
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CHACÓN, Inés María Gómez; PRIETO, José María Marbán. Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching. ZDM, v. 56, n. 6, p. 1223-1237, 2024. DOI: https://doi.org/10.1007/s11858-024-01624-5.

APA

Chacón, I. M. G., & Prieto, J. M. M. (2024). Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching. ZDM, 56(6), 1223-1237. https://doi.org/10.1007/s11858-024-01624-5

BibTeX
@article{chacon2024,
  author = {Chacón, Inés María Gómez and Prieto, José María Marbán},
  title = {Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching},
  year = {2024},
  journal = {ZDM},
  volume = {56},
  number = {6},
  pages = {1223-1237},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01624-5},
  language = {en}
}
RIS
TY  - JOUR
AU  - Chacón, Inés María Gómez
AU  - Prieto, José María Marbán
TI  - Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching
PY  - 2024
JO  - ZDM
VL  - 56
IS  - 6
SP  - 1223
EP  - 1237
DO  - 10.1007/s11858-024-01624-5
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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