In this paper we present the first findings of an online problem-solving experience for undergraduate students, attending a topology course within Bache-lor of Mathematics, aiming to promote the construction of problem-solving com-petencies by using cognitive roles within thinking groups, with a magnifying lens on the affective level. The key idea of personifying cognitive functions by cogni-tive roles in a problem-solving process represents the engine of an ongoing re-search on the construction of problem-solving undergraduate student’s compe-tencies, begun with an analysis of some metacognitive aspects that students expe-rienced by playing the roles. Each individual role corresponds to a cognitive func-tion coming into play when a mathematician faces a problem. Each collective role corresponds to a problem-solving thinking process performed by a thinking group. To shed the light on student’s emotional outcomes and on the impact of the use of online learning environments on student’s affective dimension, we fo-cus our qualitative analysis on student’s emotional experience both with respect to the structured problem-solving activities and the digital tools, coming out from some protocols, to understand if and how they foster conditions for developing emotional competencies according to Goldin’s idea of affective competencies.

Thinking Groups and the Development of Affective Problem-solving competencies within Online Learning Environments at University Level

Annamaria Miranda
2022-01-01

Abstract

In this paper we present the first findings of an online problem-solving experience for undergraduate students, attending a topology course within Bache-lor of Mathematics, aiming to promote the construction of problem-solving com-petencies by using cognitive roles within thinking groups, with a magnifying lens on the affective level. The key idea of personifying cognitive functions by cogni-tive roles in a problem-solving process represents the engine of an ongoing re-search on the construction of problem-solving undergraduate student’s compe-tencies, begun with an analysis of some metacognitive aspects that students expe-rienced by playing the roles. Each individual role corresponds to a cognitive func-tion coming into play when a mathematician faces a problem. Each collective role corresponds to a problem-solving thinking process performed by a thinking group. To shed the light on student’s emotional outcomes and on the impact of the use of online learning environments on student’s affective dimension, we fo-cus our qualitative analysis on student’s emotional experience both with respect to the structured problem-solving activities and the digital tools, coming out from some protocols, to understand if and how they foster conditions for developing emotional competencies according to Goldin’s idea of affective competencies.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4809931
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