Emotions and heuristics: the state of perplexity in mathematics

Using data provided by an empirical exploratory study with mathematics undergraduates, this paper discusses some key variables in the interaction between affective and cognitive dimensions in the perplexity state in problem solving. These variables are as follows: heuristics, mathematical processes,...

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Bibliographic Details
Published in:ZDM 2017-06, Vol.49 (3), p.323-338
Main Author: Gómez-Chacón, Inés M.
Format: Article
Language:English
Subjects:
Affective Behavior
Barriers
Cognition
Cognition & reasoning
Cognitive Processes
College Mathematics
Correlation
Education
Emotional Response
Emotions
Empirical analysis
Epistemology
Flexibility
Fuzzy sets
Goal Orientation
Heuristic
Heuristics
Hypotheses
Interaction
Learning Strategies
Mathematical analysis
Mathematical Logic
Mathematics
Mathematics Education
Mathematics Instruction
Original Article
Philosophy
Problem Solving
Questionnaires
Rating Scales
Teaching Methods
Undergraduate Students
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Summary:Using data provided by an empirical exploratory study with mathematics undergraduates, this paper discusses some key variables in the interaction between affective and cognitive dimensions in the perplexity state in problem solving. These variables are as follows: heuristics, mathematical processes, appraisal processes [pleasantness, attentional activity, control (self-other responsibility/control, situational control), certainty, goal-path obstacle, anticipated effort and mental flexibility], as well as the relationships these variables have with different emotions that make up perplexity. Fuzzy sets were introduced as a tool to capture and accurately reflect the diversity and subjectivity in the interplay between cognition and emotion. The descriptive analysis of the responses to a fuzzy rating scale-based questionnaire shows the interaction between variables linked to the dimensions of control and certainty and students’ ability to cope with perplexity in performance in mathematics. The study also adds novel considerations related to the function and interaction of mathematics cognitive processes that are linked to appraisal processes, namely, the perception of goal-path obstacle, attentional activity and mental flexibility that contributes to the ability to solve simpler problem components involved in mathematical performance.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-017-0854-8