Emotions expressed by prospective teachers solving a mathematical problem

In mathematics education, increased attention is being paid to affective processes and how they relate to cognitive processes. In addition, emotional education is increasingly present in the education curricula of many countries to achieve an integral learning. Seeking to integrate these two areas,...

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Detalles Bibliográficos
Autores: Marbán de Frutos, Mónica, Arnal Palacián, Mónica
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2026
País:España
Institución:Universidad de Zaragoza
Repositorio:Zaguán. Repositorio Digital de la Universidad de Zaragoza
OAI Identifier:oai:dnet:zaguan______::9fe4d66429c3c29e9685074d3566ae05
Acceso en línea:http://zaguan.unizar.es/record/171186
Access Level:acceso abierto
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spelling Emotions expressed by prospective teachers solving a mathematical problemMarbán de Frutos, MónicaArnal Palacián, MónicaIn mathematics education, increased attention is being paid to affective processes and how they relate to cognitive processes. In addition, emotional education is increasingly present in the education curricula of many countries to achieve an integral learning. Seeking to integrate these two areas, we ask prospective teachers to identify the emotions they feel when solving a mathematics problem. From the valence, the name and the concrete situation of the mathematical task that has led them to feel this emotion, reflection and emotional identification take place. Based on the valence, we grouped the results into four different profiles and the main emotions identified. The study has allowed us to analyse the type of emotions that prospective teachers feel when solving a mathematical problem, as well as the vocabulary and emotional knowledge to manage these emotional processes in the classroom. Prospective teachers' inability to adequately name or describe their emotions will have an impact on their emotional well-being now and in the future as teachers.2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://zaguan.unizar.es/record/171186reponame:Zaguán. Repositorio Digital de la Universidad de Zaragozainstname:Universidad de ZaragozaInglésinfo:eu-repo/grantAgreement/ES/DGA/S60-23Rinfo:eu-repo/grantAgreement/ES/MICIU/PID2022-138325OB-I00info:eu-repo/semantics/openAccessoai:dnet:zaguan______::9fe4d66429c3c29e9685074d3566ae052026-05-29T13:59:51Z
dc.title.none.fl_str_mv Emotions expressed by prospective teachers solving a mathematical problem
title Emotions expressed by prospective teachers solving a mathematical problem
spellingShingle Emotions expressed by prospective teachers solving a mathematical problem
Marbán de Frutos, Mónica
title_short Emotions expressed by prospective teachers solving a mathematical problem
title_full Emotions expressed by prospective teachers solving a mathematical problem
title_fullStr Emotions expressed by prospective teachers solving a mathematical problem
title_full_unstemmed Emotions expressed by prospective teachers solving a mathematical problem
title_sort Emotions expressed by prospective teachers solving a mathematical problem
dc.creator.none.fl_str_mv Marbán de Frutos, Mónica
Arnal Palacián, Mónica
author Marbán de Frutos, Mónica
author_facet Marbán de Frutos, Mónica
Arnal Palacián, Mónica
author_role author
author2 Arnal Palacián, Mónica
author2_role author
description In mathematics education, increased attention is being paid to affective processes and how they relate to cognitive processes. In addition, emotional education is increasingly present in the education curricula of many countries to achieve an integral learning. Seeking to integrate these two areas, we ask prospective teachers to identify the emotions they feel when solving a mathematics problem. From the valence, the name and the concrete situation of the mathematical task that has led them to feel this emotion, reflection and emotional identification take place. Based on the valence, we grouped the results into four different profiles and the main emotions identified. The study has allowed us to analyse the type of emotions that prospective teachers feel when solving a mathematical problem, as well as the vocabulary and emotional knowledge to manage these emotional processes in the classroom. Prospective teachers' inability to adequately name or describe their emotions will have an impact on their emotional well-being now and in the future as teachers.
publishDate 2026
dc.date.none.fl_str_mv 2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv http://zaguan.unizar.es/record/171186
url http://zaguan.unizar.es/record/171186
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/ES/DGA/S60-23R
info:eu-repo/grantAgreement/ES/MICIU/PID2022-138325OB-I00
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dc.source.none.fl_str_mv reponame:Zaguán. Repositorio Digital de la Universidad de Zaragoza
instname:Universidad de Zaragoza
instname_str Universidad de Zaragoza
reponame_str Zaguán. Repositorio Digital de la Universidad de Zaragoza
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