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The Role of Affect in Mathematical Problem Solving

In: Affect and Mathematical Problem Solving

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  • Douglas B. McLeod

Abstract

When students are given a nonroutine mathematical problem to solve, their reactions often include a lot of emotion. If they work on the problem over an 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 trying to carry out the plan. They often become quite tense; they may try to implement the same plan repeatedly, getting more frustrated with each unsuccessful attempt. If the students obtain a solution to the problem, they express feelings of satisfaction, even joy. If they do not reach a solution, they may angrily insist on help so that they can reduce their frustration.

Suggested Citation

  • Douglas B. McLeod, 1989. "The Role of Affect in Mathematical Problem Solving," Springer Books, in: Douglas B. McLeod & Verna M. Adams (ed.), Affect and Mathematical Problem Solving, chapter 2, pages 20-36, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4612-3614-6_2
    DOI: 10.1007/978-1-4612-3614-6_2
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