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Efficacy of an Emotional and Cognitive Regulation Programme for Mathematics Problems Solving

Author

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  • Ana Caballero-Carrasco

    (Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Lina Melo-Niño

    (Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Luis Manuel Soto-Ardila

    (Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Luis M. Casas-García

    (Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

Abstract

The purpose of this study was to analyse the efficacy of an emotional and cognitive regulation programme in mathematics problem solving (MPS) in primary education preservice teachers (PEPSTs). The objective was that the PEPSTs learn to solve mathematical problems and become aware of their emotions, self-regulating their learning process. The programme consists of two parts: the first one involves awareness and control of one’s affective responses before the MPS, and the second one involves an integrated model of MPS and emotional control (IMMPS). For the study, we opted for a pre-experimental pretest/posttest design with an experimental group and the complementarity of qualitative and quantitative methods. Some of the results that were obtained were greater emotional control in the PEPSTs, reducing the anxiety and blockages that MPS initially caused them.

Suggested Citation

  • Ana Caballero-Carrasco & Lina Melo-Niño & Luis Manuel Soto-Ardila & Luis M. Casas-García, 2021. "Efficacy of an Emotional and Cognitive Regulation Programme for Mathematics Problems Solving," Sustainability, MDPI, vol. 13(21), pages 1-15, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11795-:d:664634
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    References listed on IDEAS

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    1. Zsuzsanna Katalin Szabo & Péter Körtesi & Jan Guncaga & Dalma Szabo & Ramona Neag, 2020. "Examples of Problem-Solving Strategies in Mathematics Education Supporting the Sustainability of 21st-Century Skills," Sustainability, MDPI, vol. 12(23), pages 1-28, December.
    2. Beatriz Sánchez-Barbero & José María Chamoso & Santiago Vicente & Javier Rosales, 2020. "Analysis of Teacher-Student Interaction in the Joint Solving of Non-Routine Problems in Primary Education Classrooms," Sustainability, MDPI, vol. 12(24), pages 1-13, December.
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