Geodesic
Positive Emotions in Early Algebra Meaning-Making
Didactica Mathematicae, Tome 43 (2021), pp. 31-59.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

This research reports shifts in facial expressions while working on early algebra tasks observed in three students (grades 1–2) who took part in an early algebra classroom intervention. We found at the beginning of the intervention that the three students showed ‘aha’ moments with smiles while they were developing understanding of new concepts. At the conclusion of the intervention, their smiles conveyed confidence when they noticed the tasks were related to previously learned concepts and recalled their meaning. Our analysis of the pre and post interviews revealed not only the ways in which the learners build mathematical meaning, but also how early algebra experiences support students in developing emotional experiences.
DOI : 10.14708/dm.v43i1.7115
Mots-clés : positive emotions, early algebra, meaning-making 
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Yewon Sung; Ana Stephen; Eric Knuth; Maria Blanton; Angela Murphy Gardiner; Rena Stroud. Positive Emotions in Early Algebra Meaning-Making. Didactica Mathematicae, Tome 43 (2021), pp.  31-59. doi : 10.14708/dm.v43i1.7115. http://geodesic.mathdoc.fr/articles/10.14708/dm.v43i1.7115/

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