IDENTIFYING COGNITIVE-AFFECTIVE INTERACTION PHENOMENA IN A TECHNOLOGICAL MATHEMATICAL CONTEXT

The increase in the power of technology is accompanied by an increase in the complexities of its integration into the classroom. Researchers are becoming ever more sensitive to the key factors associated with this problem and how these factors interact with cognitive and affective aspects when the device used becomes a means by which to do mathematics. The research on the interaction between affect and cognition described in this paper is focused on understanding the role played by emotion in personal learning within the context of the use of technology in mathematics. The study revealed the existence of several emotional phenomena associated with technology-assisted learning, which appear to be closely linked to initial attitudes and a preference for visual reasoning. In addition, the results show a relationship between affective reactions and cognitive technical competence.