Investigating emotional intensity in mathematics classrooms: an enhanced methodology or affective gimmickry?
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6 février 2019
- handle: 10670/1.gjsvmt
- hal: hal-02410150
info:eu-repo/semantics/OpenAccess
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Emotions Intensity Teachers Physiological data MathematicsSujets proches
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Elizabeth Lake, « Investigating emotional intensity in mathematics classrooms: an enhanced methodology or affective gimmickry? », HAL-SHS : sciences de l'éducation, ID : 10670/1.gjsvmt
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One known issue when working with emotions in context is the challenge of observing what are often transitory, fluid, and unconscious emotions, that vary in intensity and valency, and can change depending on when or who is asking. This paper reports on how one physiological measure, a simple galvanic skin response (GSR) sensor, which has become possible to use in class due to technological advances, can be used in conjunction with other methods such as observation and stimulated recall interview and can give insight into variations of a mathematics teacher’s emotional intensity as they interact with students. The addition of physiological data to a common form of methodology provided useful prompts for teacher reflection and hence has potential for supporting development and is potentially a powerful addition to more common methodologies.