Don't disrespect me: Affect in an urban math class

Abstract

We use a models and modeling approach to analyze affect as it occurs in several urban classrooms in New Jersey. We propose the concept of an "archetypal affective structure" based upon our observations and interviews with students and teachers. An archetypal affective structure refers to a recurring pattern that is a kind of behavioral/affective/social constellation. Such structures include typical patterns of behavior, indicative of affective pathways that have important cognitive interpretations and implications by students. In this chapter, we document a particular archetypal affective structure that underscores our hypothesis that, at times, the motivation to maintain "face" can become stronger than the motivation to engage in mathematical inquiry. We underscore the implications of this for teachers as well as for students. © 2010 Springer Science+Business Media B.V.