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Communication Dans Un Congrès Année : 2015

Improving children's perseverance in mathematical reasoning: Creating conditions for productive interplay between cognition and affect

Alison Barnes
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Résumé

This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. The intervention facilitated children's provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverance because of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditions that impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.
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Dates et versions

hal-01287333 , version 1 (12-03-2016)

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  • HAL Id : hal-01287333 , version 1

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Alison Barnes. Improving children's perseverance in mathematical reasoning: Creating conditions for productive interplay between cognition and affect. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1131-1138. ⟨hal-01287333⟩
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