ERIC Number: ED469615
Record Type: RIE
Publication Date: 2002-Apr
Emotion in School Mathematics Practices: A Contribution from Discursive Perspectives.
Morgan, Candia; Evans, Jeff; Tsatsaroni, Anna
This study uses discursive perspectives to study emotion in school mathematics. The researchers regard emotion as distinct but inseparable from cognition: the organizing metaphor portrays emotion as a charge attached to ideas or (chains of) signifiers. Based in language, emotions are seen as discursively formed, culturally constituted, and socially organized. To illustrate, a verbal text based on a video record of small group mathematical problem solving is analyzed. The structural phase analyses of the positions available to subjects in this particular field is analyzed. The textual phase first describes the positions actually taken up by specific subjects through examining the use of language in interaction; the second stage attends to indicators of emotion used by several strands of the theoretical framework, including the psychoanalytic. Results indicate a range of emotions such as inclusion, excitement, and anxiety. (Contains 24 references.) (Author/KHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial International Conference on Mathematics Education and Society (3rd, Helsingor, Denmark, April 2-7, 2002). The project "Teaching and Learning: Mathematical Thinking" has been supported by the Fundacao para Ciencia e Tecnologia grant no. PRAXIS/P/CED/130135/98.