Theorising the place of emotion–cognition in research on mathematical identities: the case of early years mathematics
ZDM, pp. 1-11, 2019.
Emotion Identity Early childhood Mathematics
In this paper, we offer a theoretical account of the emotion–cognition dialectic (i.e. the unit of feeling and cognition in thought) in identity formation (or identification), focusing on early childhood and mathematics. We consider how contradictory (emotional-cognitive) experiences which arise in different forms of mathematical activity...More
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