Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom

The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model

“…The initial coding scheme comprised three parts: lesson structure, teacher contexts, and students' issues. The teacher contexts and student issues with both cognitive and affective aspects were a combination of coding schemes used by Mason et al (1996) (including the three phases of mathematical thinking, key moments, and affective issues), Gomez-Chacon (2000) (including local affective responses, affective contexts, and cognitive contexts), and key moments (Marmur & Koichu, 2021). While the affective aspect focuses on psychosocial behaviors and teaching materials, the cognitive aspect emphasizes students' acquisition of the (declarative and procedural) knowledge of mathematics or activities.…”

“…At the beginning and midway of solving problems, teachers' affective support is needed for students' calmness and active participation as problem-solvers, claim-makers, and solutionreporters (Empson, 2003). A recent study by Marmur and Koichu (2021) uses students' key memorable events (KMEs) to identify essential discursive events in undergraduate lessons. Students' affect or emotions are highly related to key mathematical teaching events (e.g., lack of understanding), highlighting students' needs for heuristic-didactic discourse (meta-level learning), which requires instructors' investment, in order to increase the opportunity of student learning affordance.…”

“…This study conducted in-depth case studies, which are widely used by studies on student local affect during mathematical teaching (e.g., Marmur & Koichu, 2021). While qualitative methodologies rely on contextual cases 13 / 15 to infer theories, this inductive nature suggests using quantitative methodologies to validate the findings.…”