Teaching Process and Emotional Reactions in Mathematics

Shiv Kant Tiwari; Dragan Obradovic; Laxmi Rathour; Lakshmi Narayan Mishra; Vishnu Narayan Mishra

doi:10.18540/jcecvl8iss5pp14497-01i

Authors

Shiv Kant Tiwari Department of Mathematics, Lukhdhirji Engineering College, Morbi 363642, Gujarat, India https://orcid.org/0000-0003-0942-3467
Dragan Obradovic Elementary school “Jovan Cvijic”, Kostolac-Pozarevac, Serbia
Laxmi Rathour Ward number – 16, Bhagatbandh, Anuppur 484 224, Madhya Pradesh, India https://orcid.org/0000-0002-2659-7568
Lakshmi Narayan Mishra Department of Mathematics, School of Advanced Sciences, Vellore Institute of Technology, Vellore 632 014, Tamil Nadu, India https://orcid.org/0000-0001-7774-7290
Vishnu Narayan Mishra Department of Mathematics, Indira Gandhi National Tribal University, Lalpur, Amarkantak, Anuppur, Madhya Pradesh 484 887, India https://orcid.org/0000-0002-2159-7710

DOI:

https://doi.org/10.18540/jcecvl8iss5pp14497-01i

Keywords:

Motivation, Teaching process, Teaching mathematics, Mathematical anxiety.

Abstract

Teachers are increasingly required to have mathematical subject knowledge described as lists of facts, skills and competencies. Different emotional reactions are present in the classroom every day. Emotional reactions are most often divided into positive and negative, and negative emotional reactions are most often related to the evaluation process. Teaching mathematics at all stages and levels of education is often a challenge for students. It is known that mathematics is not very popular and one often hears this misconception: "common sense and mathematics do not go together". Unfortunately, statements such as "not for me", "I don't know math" and "my mom is not a mathematician" can often be heard from students. The popularity of mathematics is on the scale of less popular subjects in schools, although teachers are forcing the teaching of mathematics, and even the curriculum offers more math classes than some other subjects.