The Antecedents and Consequences of Emotions During Mathematics Problem Solving

• In Event: Poster Session 8
  In Poster Session: Students' Emotions and Learning

Abstract

The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions during complex mathematics problem solving. One hundred and thirty-seven elementary school students from grades 3, 4, 5, and 6 participated. Students self-reported their perceptions of control and value, and were given a complex mathematics problem to solve. A think aloud protocol was used to capture students’ emotions, instances of cognitive incongruity, and self-regulatory processes as they solved the problem. Findings demonstrated that perceived control and value predicted the emotions students experienced while solving the problem. Chi-square tests also revealed that emotions predicted the types of self-regulated learning strategies students used.

Authors

• Brendan Munzar, McGill University

• Krista R. Muis, McGill University

• Kelsey M Losenno, McGill University

• James A. Vivian, McGill University

• Cynthia Psaradellis, McGill University

• Cara Adrianne Singh, McGill University

• Ivana Di Leo, McGill University