Volume
10
Issue
1-2
Abstract
Recent studies relating the affective domain with the teaching and learning of mathematics, and more specifically with mathematics problem solving, have focused on teacher education. The authors of these studies have been ever more insistently pointing to the need to design educational programs that take an integrated cognitive and affective approach to mathematics education. Given this context, we have designed and implemented a program of intervention on mathematics problem solving for prospective primary teachers. We here describe some results of that program.
First Page
335
Last Page
364
Recommended Citation
Blanco, Lorenzo J.; Guerrero Barona, Eloisa; and Caballero Carrasco, Ann
(2013)
"Cognition and Affect in Mathematics Problem Solving with Prospective Teachers,"
The Mathematics Enthusiast: Vol. 10
:
No.
1
, Article 15.
DOI: https://doi.org/10.54870/1551-3440.1270
Available at:
https://scholarworks.umt.edu/tme/vol10/iss1/15
Digital Object Identifier (DOI)
10.54870/1551-3440.1270
