How Does an Affective Self-Regulation Program Promote Mathematical Problem Solving in Young Students?

• In Event: The Impacts of Knowledge and Beliefs on Achievement in Mathematics

Abstract

The main research goal was to assess the value of an affective self-regulation program implemented in an experimental group and compared to an untrained control group.
Two groups of Israeli fifth graders were compared: 54 solved mathematical pattern problems following an affective self-regulation program and 53 solved problems without any intervention. Group differences were examined for: (a) positive and negative emotions; (b) performance in mathematical problem solving with different levels of transfer complexity; (c) long-term reflections about the program. The affective self-regulation group performed better on transfer problems and showed greater reduction in negative emotions. Students commented on the strategy's importance and effectiveness three months post intervention. Theoretical and practical implications are discussed.

Authors

• Bracha Kramarski, Bar-Ilan University

• Meirav Tzohar-Rozen, Bar-Ilan University