RT info:eu-repo/semantics/article
T1 Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching
A1 Gómez Chacón, Inés M.
A1 Marbán Prieto, José María
K1 Epistemic emotions
K1 Mathematical Working Spaces
K1 Pre-service mathematics teacher
K1 Teacher education
K1 Surprise
K1 Boredom
K1 58 Pedagogía
AB Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interestto emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked tothe education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practiceslinked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students andreflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathemati-cal and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction andthe workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associatedwith the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epis-temic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their ownsolving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable forstudents. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredomin 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 helpsregulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.
PB Springer
SN 1863-9690
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/75199
UL https://uvadoc.uva.es/handle/10324/75199
LA eng
NO ZDM – Mathematics Education, 2024, vol. 56, n. 6, p.1223-1237
NO Producción Científica
DS UVaDOC
RD 05-abr-2025