Visual Poetry and Real Context Situations in Mathematical Problem Posing and Solving: A Study of the Affective Impact

Abstract

Affective aspects are key mediators in the learning process. Whereas some of them can be associated with a certain discipline, others are situational and connected with specific activities that trigger positive emotions. This study analyzes these affective aspects based on two ways of approaching mathematical problems: problem posing and problem solving. In both cases, the starting point will be situations presented in multimodal representation, but with three different mediating elements: a real situation close to the students’ reality (text with data and image), a real situation far from the students’ reality (text with data and image), and a visual poem (hybrid text with implicit mathematical content that generates critical reading and provokes an aesthetic emotion). The aim is to explore the extent to which the mediating elements have affective and performance implications. To this end, an investigation was designed with future primary school teachers. As will be shown, the results, both in terms of performance and affective factors, are different for problem posing and problem solving. Problem posing based on a visual poem is a stimulating challenge for future teachers. However, in problem solving, as this study shows, the problem posed in a remote real situation is more successful in both performance and affective aspects.