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題名 Beyond cognition: the four-seasons framework for integrating affect into mathematics teaching
作者 邱美秀
Chiu, Mei-Shiu;Lin, Fou-Lai;Yang, Kai-Lin
貢獻者 教育系
關鍵詞 Affect; Cognition; Enactivism; Gamification; Pedagogical design; Mathematics education
日期 2026-03
上傳時間 20-Apr-2026 10:39:28 (UTC+8)
摘要 This study aimed to characterise effective pedagogies for affect-focused mathematics teaching and develop a corresponding framework for educational practice. The data consisted of 42 video-recorded Mathematics Grounding Activities (MGAs), which were co-designed and implemented by teachers and researchers to emphasise metaphorizing, scaffolding, and gamifying. Using qualitative methods, we coded the MGA videos and identified 25 distinct affective and cognitive pedagogies, alongside four distinct phases of instruction. These elements were synthesized into the Four-Seasons Framework. This framework outlines four sequential teaching phases (Spring to Winter), each featuring a primary affective pedagogy (i.e., situation interest, gamification, achievement-related beliefs, and academic emotion) and a corresponding cognitive one (i.e., prior knowledge, scaffolding, assessment for learning, and constructivism). A quantitative analysis of the pedagogical codes revealed that all MGAs, despite their primary focus on affect, complementarily addressed both affective and cognitive domains.
關聯 Mathematics Education Research Journal
資料類型 article
DOI https://doi.org/10.1007/s13394-026-00561-8
dc.contributor 教育系
dc.creator (作者) 邱美秀
dc.creator (作者) Chiu, Mei-Shiu;Lin, Fou-Lai;Yang, Kai-Lin
dc.date (日期) 2026-03
dc.date.accessioned 20-Apr-2026 10:39:28 (UTC+8)-
dc.date.available 20-Apr-2026 10:39:28 (UTC+8)-
dc.date.issued (上傳時間) 20-Apr-2026 10:39:28 (UTC+8)-
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=182192-
dc.description.abstract (摘要) This study aimed to characterise effective pedagogies for affect-focused mathematics teaching and develop a corresponding framework for educational practice. The data consisted of 42 video-recorded Mathematics Grounding Activities (MGAs), which were co-designed and implemented by teachers and researchers to emphasise metaphorizing, scaffolding, and gamifying. Using qualitative methods, we coded the MGA videos and identified 25 distinct affective and cognitive pedagogies, alongside four distinct phases of instruction. These elements were synthesized into the Four-Seasons Framework. This framework outlines four sequential teaching phases (Spring to Winter), each featuring a primary affective pedagogy (i.e., situation interest, gamification, achievement-related beliefs, and academic emotion) and a corresponding cognitive one (i.e., prior knowledge, scaffolding, assessment for learning, and constructivism). A quantitative analysis of the pedagogical codes revealed that all MGAs, despite their primary focus on affect, complementarily addressed both affective and cognitive domains.
dc.format.extent 106 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Mathematics Education Research Journal
dc.subject (關鍵詞) Affect; Cognition; Enactivism; Gamification; Pedagogical design; Mathematics education
dc.title (題名) Beyond cognition: the four-seasons framework for integrating affect into mathematics teaching
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1007/s13394-026-00561-8
dc.doi.uri (DOI) https://doi.org/10.1007/s13394-026-00561-8