Meta-emotion and Mathematical Modeling Processes in Computerized Environments
Meta-emotion and Mathematical Modeling Processes in Computerized Environments
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计算机环境中的元情感和数学建模过程
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
I. M. Gómez
中科院分区：
文献类型：
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作者：
I. M. Gómez
将技术融入数学教学是一个复杂的问题，必须从整体上解决其相互关联的组成部分。本章提出的关于情感与认知之间相互作用的研究主要集中在解决问题的一些研究不足的领域：可视化、情感、元情感和学生情感路径的识别。上述两项研究揭示了与技术辅助学习相关的几种情绪现象的存在：(a)对计算机辅助数学学习的初步积极态度和对视觉推理的偏好；(b)与情感和认知的社会和情境维度相关的工具起源；(c)元情绪对任务表现和视觉加工发展的影响。
Integrating technology into teaching mathematics is a complex issue whose inter-related components must be addressed holistically. The research on the interaction between affect and cognition proposed in this chapter focuses on a number of understudied areas in problem-solving: visualization, affect, meta-emotion and the identification of students’ affective pathways. The two studies described revealed the existence of several emotional phenomena associated with technology-assisted learning: (a) an initially positive attitude toward computer-aided mathematics learning and a preference for visual reasoning; (b) instrumental genesis associated with social and contextual dimensions of emotion and cognition; and (c) the effect of meta-emotion on task performance and the development of visual processes.