The impact of emotions on the mediation of mathematics: problem-solving competence

Abstract

This article explores the influence of emotions on students' ability to solve every day mathematical problems. It is argued that, although mathematics is considered a logical and rational discipline, emotions play a fundamental role in the learning and problem-solving process. The research is based on the reasoning of Gonzáles (2015), Gamboa and Moreira (2017), Goleman (1995), Durlak et al. (2011), Bandura (1977), (Ashcraft (2002), Hembree (1990), among others. This is a qualitative study oriented through a phenomenological paradigm with a mixed approach, selecting 10 key informants and a sample of one hundred (100) high school students from the official educational institutions of the municipality of San Carlos in the department of Córdoba - Colombia. Observation, survey, interview and documentary analysis were used as information collection techniques. The results suggest that positive emotions, such as confidence and interest, are associated with better performance in problem solving, while negative emotions, such as anxiety and fear of failure, have a negative impact on mathematics teaching and proposes strategies to create. a positive learning environment that fosters confidence and interest in students.