Influence of Emotions on Understanding of Mathematical Concepts

Abstract

This article describes the importance of emotional factors in the mathematics learning process. The research was conducted with first-semester engineering students from the Technological University of Pereira, and the topic addressed was complex numbers. This study aims to reveal the dynamics between cognition and emotion for an improvement in the mathematics learning process. Regarding the methodology, the guidelines provided by qualitative research were considered. With the support of grounded theory (TF), it contributes to the generation of new theories that arise due to observations that explain a social phenomenon in a natural and everyday context. The phenomenon that was observed and analyzed is the emotions that are generated in students when faced with the study of complex numbers. The sample was made up of 24 students, to whom collection instruments were applied to understand the emotional and conceptual aspects of the students. The results and conclusions describe the importance of the emotion– cognition relationship and the influence of didactic activities that generate positive emotions for the generation of lasting and significant learning. In addition, the relationship that the student can establish with the teacher is important in the sense that it gives them confidence to express what they feel and not feel embarrassed. How the teacher expresses himself toward the student and the invitation made to participate in class activities are considered a point of reference so that the student has confidence and tranquility during class and can develop the work with greater ease and security.

Keywords: emotion, learning, mathematics, student, teacher, didactics.

https://doi.org/10.55463/issn.1674-2974.51.2.8