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Investigating the intertwinement between the affective and cognitive dimensions of teachers : a possible way for surfacing the reasons of their decisions

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Published in Sabena, C. & Di Paola, B. Teaching and learning mathematics: resources and obstables. Proceedings of CIEAEM 67. Aosta (Italy) - July, 20 - 24 2015 - Palermo: Università degli Studi di Palermo. 2015, p. 371-378
Abstract This paper is part of my Ph.D. thesis in which I attempted to bring together cognitive and affective dimensions of mathematics teachers' practice, often considered separately. In particular, during my Ph.D. research, I tried to construct a theoretical framework for the study, first reviewing Habermas' theory of rationality and its criticism. Then, I extended this framework into the emotional sphere drawing both on the neuropsychological research and on the research on affect in mathematics education. Lastly, I used the new framework to analyse the rationality and emotionality of two mathematics teachers using data from interviews and classroom video recordings.
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DE SIMONE, Marina. Investigating the intertwinement between the affective and cognitive dimensions of teachers : a possible way for surfacing the reasons of their decisions. In: Sabena, C. & Di Paola, B. (Ed.). Teaching and learning mathematics: resources and obstables. Proceedings of CIEAEM 67. Aosta (Italy). Palermo : Università degli Studi di Palermo, 2015. p. 371-378. https://archive-ouverte.unige.ch/unige:112424

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Deposited on : 2018-12-18

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