Sobre afeto e meta-afeto na educação matemática: uma entrevista com Gerald A. Goldin

Referencias

DEBELLIS, Valerie A. Interactions Between Affect and Cognition During Mathematical Problem Solving: A Two-year Case Study of Four Elementary School Children. 1996. 962 f. Tese (Doutorado) – Rutgers University, New Brunswick, NJ, 1996. DEBELLIS, Valerie A.; GOLDIN, Gerald A. The affective domain in mathematical problem solving. In: PEHKONEN, E. (ed.). Proceedings of the 21st annual conference of PME. University of Helsinki Dept. of Teacher Education, 1997. p. 209-216. DEBELLIS, Valerie A.; GOLDIN, Gerald A. Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in mathematics, v. 63, n. 2, p. 131-147, 2006. GAGATSIS, Athanasios (ed.). A tribute to the work of Gerald A. Goldin. Mediterranean Journal for Research in Mathematics Education, v. 9, n. 1, 2010. GOLDIN, Gerald A. Cognitive representational systems for mathematical problem solving. In: JANVIER, C. (ed.). Problems of representation in the teaching and learning of mathematics, p. 125-145, 1987. GOLDIN, Gerald A. Affective representation and mathematical problem solving. In: Proceedings of the Tenth Annual Meeting on the Psychology of Mathematics Education, North American Chapter of International Group. DeKalb, IL: North Illinois University, 1988. p. 1-7. GOLDIN, Gerald A. Affective pathways and representation in mathematical problem solving. Mathematical thinking and learning, v. 2, n. 3, p. 209-219, 2000. GOLDIN, Gerald A. Affect, meta-affect, and mathematical belief structures. In: LEDER, Gilah C.; PEHKONEN, Erkki; TÖRNER, Günter (ed.). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht: Springer Science & Business Media, 2002. p. 59-72. GOLDIN, Gerald A. Problem solving heuristics, affect, and discrete mathematics. ZDM, v. 36, n. 2, p. 56-60, 2004. GOLDIN, Gerald A. Problem solving heuristics, affect, and discrete mathematics: A representational discussion. In: SRIRAMAN, B.; ENGLISH, L. (ed.). Theories of Mathematics Education. Berlin, Heidelberg: Springer, 2010. p. 241-250. GOLDIN, Gerald A. Discrete mathematics and the affective dimension of mathematical learning and engagement. In: HART, E.; SANDEFUR, J. (ed.). Teaching and Learning Discrete Mathematics Worldwide: Curriculum and Research. Cham: Springer, 2018. p. 53-65. GOLDIN, Gerald A. Exploring a Conative Perspective on Mathematical Engagement. In: HAMBERLIN, S.; SRIRAMAN, B. (ed.). Affect in Mathematical Modeling. Cham: Springer, 2019. p. 111-129. GOLDIN, Gerald A.; EPSTEIN, Yakov M., SCHORR, Roberta Y.; WARNER, Lisa B. Beliefs and engagement structures: Behind the affective dimension of mathematical learning. ZDM, v. 43, n. 4, p. 547, 2011. GOLDIN, Gerald; RÖSKEN, Bettina; TÖRNER, Günter. Beliefs – no longer a hidden variable in mathematical teaching and learning processes. In: MAASS, J.; SCHLÖGLMANN, W. (ed.). Beliefs and attitudes in mathematics education: new research results. Rotterdam: Brill Sense, 2009. p. 1-18. MCLEOD, Douglas B. Beliefs, attitudes, and emotions: New views of affect in mathematics education. In: MCLEOD, D.B.; ADAMS, V. (ed.). Affect and mathematical problem solving. New York, NY: Springer, 1989. p. 245-258.