There is often a divide between the experience of positive emotions toward math on the part of mathematical educators and negative emotions toward math on the part of students. This paper utilizes psychologist Richard Lazarus's work on the effects of positive emotions in order to highlight their benefits for mathematical pedagogy, to explain the author's experiment applying Lazarus's theory, and to suggest ways this application might support and foster positive emotions in students.
© 1987 Frances A. Rosamond
Rosamond, Frances A.
"Patterns of Emotion Within Mathematics Problem-Solving," Humanistic Mathematics Network Journal: Iss.
1, Article 6.
Available at: https://scholarship.claremont.edu/hmnj/vol1/iss1/6