" Let's play! Let's try with numbers! " : Pre-service teachers' affective pathways in problem solving
Résumé
The paper focuses on the intertwining between affect and cognition in pre-service primary teachers, with the twofold goal of studying teachers' affect when facing problem-solving activities and of exploring paths for teacher professional development. 81 future teachers were proposed problem solving activities with specific " affective documentation " requests. We present here the first results of data analysis, and describe the main af-fective pathways emerged. Results are then discussed also with respect to methodological issues and to implications for teacher education activities that include the affective factors as relevant variables.
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