NOMAD 17(3-4), 2012.

Skapad: 2013-08-20. Ändrad: 2013-08-20  

NOMAD 17(3-4), 2012.

Affective pathways and interactive visualization in the context of technological and professional mathematical knowledge

Inés Mª Gómez-Chacón

Abstract

This article reports the findings for a qualitative study on the use of dynamic geometry systems (DGS) and their impact on students’ affective pathways. The approach adopted is to view affect through the lens of a representational system. The participants, mathematics teacher trainees, were asked to solve geometric locus exercises using GeoGebra software. The results reveal a number of features that characterize subjects’ local and global affect. Future teachers’ local affect when using imagery in computerized environments was found to be impacted by the balance between their analytical-algebraic and graphic reasoning and their understanding of the tools at their avail and their use in the instrumental deconstruction of geometric figures. Evidence was observed that linked student teachers’ global affect, in turn, to their motivation as defined by their goals and self-concept.

Inés Mª Gómez-Chacón

Inés Mª Gómez-Chacón is Professor of Mathematics Education in the Faculty of Mathematics in Complutense University where she is Vicedean and Director of Cátedra Miguel de Guzmán about Mathematic Education. She develops basic research and applied research in different topics: relationship between knowledge and affectivity in mathematics, Sociology of mathematical education (the sociocultural environments and identity) and the development of new technologies as part of the curriculum and teacher training in these areas.