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oai:riuma.uma.es:10630/250932026-02-03T11:57:18Zcom_10630_2254col_10630_37959

Integrating the affective domain when interpreting understanding in Mathematics: an operational approach Quintanilla-Batallanos, Verónica Aurora Gallardo-Romero, Jesús Matemáticas - Estudio y enseñanza - Congresos Profesores - Formación profesional - Congresos We present here an integrative proposal allowing to interpret the different systems of the affective domain and its relationship with understanding when performing mathematical activity. A conceptualisation of the affective domain is advanced based on the emotional system, which serves as a central point of reference, and a functional perspective of understanding relating to the uses given to mathematical knowledge. We also provide a specific interpretive method and exemplify it with a practical case of a preservice elementary teacher engaged in solving a flat surface measurement task. To conclude, by incorporating affective phenomena into the interpretation, we found complementary reasons that accounted for the student’s mathematical understanding. 2022-09-27T09:51:25Z 2022-09-27T09:51:25Z 2022-09-27T09:51:25Z 2022 conference output Quintanilla, V. A. & Gallardo, J. (2022). Integrating the Affective Domain when Interpreting Understanding in Mathematics: an Operational Approach. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 339-346). PME. https://hdl.handle.net/10630/25093 eng 45th Conference of the International Group for the Psychology of Mathematics Education (PME45) Alicante - España 18 de julio de 2022 http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional PME, Universidad de Alicante