An onto-semiotic approach to the analysis of the affective domain in mathematics education
Beltrán-Pellicer, Pablo (Universidad de Zaragoza) ; Godino, Juan D.
Resumen: A subject of growing interest in mathematics education is the affective domain and its effects on the teaching and learning processes, giving rise to different models of its components and conditioning factors. In this paper, we apply the ontological and semiotic categories from the Onto-Semiotic Approach (OSA) to research in mathematics education, to build an inclusive and systematic model to consider affective situations, practices, objects and processes, as well as the corresponding dualities: personal - institutional, ostensive - non-ostensive, extensive - intensive, unitary - systemic, expression - content. The dynamic character of affects (emotions, attitudes, beliefs and values) and their relations with the epistemic, cognitive, interactional and resources is modelled by the didactical configuration and didactical trajectory notions, theoretical tools which include the affective sub-configuration and sub-trajectory as key components. Another result obtained from this work is the revision of the indicators of affective suitability proposed in previous works.
Idioma: Inglés
DOI: 10.1080/0305764X.2019.1623175
Año: 2020
Publicado en: CAMBRIDGE JOURNAL OF EDUCATION 50, 1 (2020), 1-20
ISSN: 0305-764X
Factor impacto JCR: 2.207 (2020)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 140 / 264 = 0.53 (2020) - Q3 - T2
Factor impacto SCIMAGO: 0.827 - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/DGA-FSE/S36-17D
Financiación: info:eu-repo/grantAgreement/ES/FEDER/EDU2016-74848-P
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2026-03-26-14:30:36)
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Idioma: Inglés
DOI: 10.1080/0305764X.2019.1623175
Año: 2020
Publicado en: CAMBRIDGE JOURNAL OF EDUCATION 50, 1 (2020), 1-20
ISSN: 0305-764X
Factor impacto JCR: 2.207 (2020)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 140 / 264 = 0.53 (2020) - Q3 - T2
Factor impacto SCIMAGO: 0.827 - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/DGA-FSE/S36-17D
Financiación: info:eu-repo/grantAgreement/ES/FEDER/EDU2016-74848-P
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2026-03-26-14:30:36)
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Articles > Artículos por área > Didáctica de la Matemática
Record created 2026-03-26, last modified 2026-04-07