Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high…

This article examines pre-service secondary school teachers' responses to a learning situation that presented a student's struggle with determining the area of an irregular hexagon. Responses were analyzed in terms of participants' evoked concept images as related to their knowledge at the mathematical horizon, with attention paid…

This qualitative case study in a rural school in Umgungundlovu District in KwaZulu-Natal, South Africa, explored Grade 12 learners' mental constructions of mathematical knowledge during engagement with optimisation problems. Ten Grade 12 learners who do pure Mathemat-ics participated, and data were collected through structured activity sheets and…

Student comments about having time in class to think and solve problems are presented. Stressed are teaching methods which allow students to familiarize themselves with the problem, think about solution processes, work through the solution process, and reflect while solving a problem. (CW)

Described is research which sought to prove the hypothesis that mental models tend to preserve their autonomy with regard to the originals they are meant to represent. The results of this investigation involving 200 Israeli students are presented. (CW)

Mandler's theory of emotion is suggested as a framework for investigating affective issues in problem solving. Several dimensions of the emotional states of problem solvers are specified. Implications of this framework for research on affective issues in problem solving are also discussed. (PK)

Higher order thinking skills are inevitably developed or exercised relative to some discipline. The discipline may be formal or informal, may or may not be represented in a school curriculum, or relate to a wide variety of domains. Moreover, the development or exercise of thinking skills may take place at differing levels of generality. This paper…

To be numerate is to be able to function mathematically in one's daily life. The kinds of mathematics skills and understandings necessary to function effectively in daily life are changing. Despite an awareness in Australia of new skills necessary for the information age and calls that the schools should be instrumental in preparing students with…