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**1 - 3**of**3**### Meta-affect and strategies in mathematics learning

"... The concept of meta-affect introduced by DeBellis and Goldin describes complex effects of affect on our actions and thoughts. Ciompi’s concept of affect logic together with neuroscientific research helps us explain the emergence of meta-affect as a consequence of assimilation and accommodation proce ..."

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The concept of meta-affect introduced by DeBellis and Goldin describes complex effects of affect on our actions and thoughts. Ciompi’s concept of affect logic together with neuroscientific research helps us explain the emergence of meta-affect as a consequence of assimilation and accommodation processes. The explanations are used to understand learning strategies of students who have problems learning mathematics, particularly “learning without understanding”. 1. Meta-affect. The concept of meta-affect was introduced by DeBellis and Goldin (1997). Just as meta-cognition describes how cognitive mental systems are handled, meta-affect describes how the mind handles affect. Goldin describes meta-affect in the following way: “An idea that has assumed a central role in our thinking is meta-affect, referring to affect about affect, affect about and within cognition that may again be about affect, monitoring of affect both through cognition and affect. Our hypothesis is that meta-affect is the most important aspect of affect ” (Goldin, 2004; 113). Meta-affect is a very complex concept – affect about affect, affect about and within

### MATHEMATICAL COGNITION IN A PROBLEM-SOLVING CONTEXT, by

"... BELINDA PICKETT EDWARDS, was prepared under the direction of the candidate‘s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation ..."

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BELINDA PICKETT EDWARDS, was prepared under the direction of the candidate‘s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student‘s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of

### IMPACT OF WRITING ABOUT MATHEMATICS IN A HUMANISTIC CONTEXT ON MATHEMATICAL SELF-CONCEPT: A TWELFTH-GRADE PILOT STUDY

"... Abstract. As one’s learning results from a complex interplay among his/her cognitive, metacognitive and affective domains, the last of which determines the global context where cognition takes place monitored and controlled by metacognition, the learning outcomes may primarily be interpreted in affe ..."

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Abstract. As one’s learning results from a complex interplay among his/her cognitive, metacognitive and affective domains, the last of which determines the global context where cognition takes place monitored and controlled by metacognition, the learning outcomes may primarily be interpreted in affective terms. Having in mind a strong positive relation between mathematical self and mathematical achievement as well as that a humanistic approach to mathematics teaching/learning would promote higher mathematical self, this study examined whether writing about mathematics in a humanistic context influences mathematical self. This question was answered by comparing mathematical self of twelfth-grade gymnasium (highschool) students who wrote their matura works on mathematical themes (N = 10) with that of their classmates who did that in other subjects (N = 72). A higher mathematical self was found for these ten students, which may be commented with »those who chose to write matura works in mathematics were simply those with higher mathematical self and the writing contributed nothing to the outcome«. The values of other control variables measured in grades 9-12 evidence that it is more likely that this finding was influenced by the treatment.