LEARNING MATHEMATICS AS EMOTIONAL PARTICIPATION

抄録

This paper is an attempt to provide a perspective on learning mathematics as emotional participation in response to a call for recent educational reform, which argues that we should help students learn mathematics actively, autonomously, and practically. We adopted Mandler's theory of emotion, which claims that emotional experiences consist of the concatenation in consciousness of some cognitive evaluations with the perception of visceral arousal. By focusing on cognitive evaluation, we argue that cognitive evaluations ( i. e., values and beliefs) which are cognitive aspects of emotional experience are at the same time crucial for the development of mathematical concepts. We claim that the degree to which students become conscious of the cognitive evaluation will influence such development. In order to help students become conscious of their cognitive evaluation during mathematical problem solving, we propose the term 'cultural collision' as a way to generate the state of intersubjectivity, the place where consciousness is constituted in and through communication. Students who engage in mathematical problem solving in this way are viewed as learning methematics as emotional participation.