Titlebook: Affect and Mathematical Problem Solving; A New Perspective Douglas B. McLeod,Verna M. Adams Book 1989 Springer-Verlag New York Inc. 1989 Ac

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https://doi.org/10.1007/978-3-642-28065-8n. The “problem-solving” and “teaching-and-learning” literature is full of remarks that have a single message: “Someday soon — maybe tomorrow — we must get around to doing something about affect and emotion.” I am delighted to see that “tomorrow” has come.

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https://doi.org/10.1007/978-3-642-28065-8n extended period of time, the emotional responses frequently become quite intense. Many students will begin to work on a problem with some enthusiasm, treating it like a puzzle or game. After some time, the reactions become more negative. Students who have a plan to solve the problem may get stuck

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Managerial Capitalism Revisited the context of solving arithmetic story problems. More specifically, I offer some ideas about the way affective responses to mathematical problem-solving situations influence the development, maintenance, and retrieval of information stored in human memory. I outline a model of human memory based u

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https://doi.org/10.1007/978-3-642-59499-1 line of inquiry has focused on the differences between experts and novices in a variety of task domains, including mathematics and science (e.g., Frederiksen, 1984; Silver & Marshall, in press). This research has highlighted a number of features that distinguish expert from novice behavior. It has

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