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

This study aims to build a framework for affect-focused (or affective) mathematical teaching (AMT), while promoting higher-order learning (e.g., pattern finding and deep understanding). The data sources were the class mathematics grounding activity designed by Taiwan’s educators, aiming enhance students’ affective performances in with theoretical base on enactivist perspective. Qualitative methodology identified features of formed AMT, which defines AMT as transforming natural languages languages, highlighting student agenda upward (interest, sense, utter, present), met teacher caring (cultivate, amuse, reflect, explain). Finally, embodiment activities are embedded pedagogical structure 4E phases: entry, entertainment, enlightenment, enrichment. Affect cognition interplay each phase.