Computer Aided Assessment of Mathematics Using STACK

Abstract

Emotions are important part of non-routine problem solving. A positive disposition to mathematics has a reciprocal relationship with achievement, both enhancing the other over time. In the process of solitary problem solving, emotions have a significant role in self-regulation, focusing attention and biasing cognitive processes. In social context, additional functions of emotions become apparent, such as interpersonal relations and social coordination of collaborative action. An illustrative case study presents the role of emotions in the problem solving process of one 10-year old Finnish student when he is solving an open problem of geo-metrical solids. The importance of emotions should be acknowledged also in teaching. Tasks should provide optimal challenge and feeling of control. The tea-cher can model the appropriate enthusiasm and emotion regulation. Joking and talking with a peer are important coping strategies for students.