The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model

Abstract

This study aims to build a framework for affect-focused (or affective) mathematical teaching (AMT), while promoting higher-order mathematical learning (e.g., pattern finding and deep understanding). The data sources were the class mathematics grounding activity designed by Taiwan’s mathematics educators, aiming to enhance students’ affective performances in learning mathematics with a theoretical base on the enactivist perspective. Qualitative methodology identified features of affective mathematics teaching and formed a framework for AMT, which defines AMT as transforming natural languages to mathematical languages, highlighting student agenda of upward learning (interest, sense, utter, and present), met by teacher agenda of caring (cultivate, amuse, reflect, and explain). Finally, the enactivist embodiment activities are embedded in the pedagogical structure of 4E phases: entry, entertainment, enlightenment, and enrichment. Affect and cognition interplay in each phase.