COMMUNITARIAN ETHICS FACING EMOTIONAL TENSIONS: JOY AND FRUSTRATION WHEN ADDRESSING LOGARITHMS IN THE MATHEMATICS CLASSROOM
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| Formatua: | artículo original |
| Egoera: | Versión publicada |
| Argitaratze data: | 2026 |
| Deskribapena: | Although emotions in mathematics currently constitute a consolidated field of research, sociocultural perspectives still offer an expanding horizon of analysis. This article argues for the relevance of considering the reflexive lens provided by these frameworks, particularly the Theory of Objectification. Initially, we present a brief state of the art regarding several theories that study emotions in mathematics —specifically joy and frustration— in contrast to the way in which, from our theoretical standpoint, we conceive of the subject who experiences pleasure or suffering in the classroom. Subsequently, we present an episode that reveals how forms of thinking and collaboration in the classroom can enter tension with the emotions of ninth-grade students in Colombia (aged 13 to 16) when they engage with a task on logarithms. The analysis shows how frustration and joy are not an addition to task resolution but rather shape and reshape the forms of production and collaboration among participants. This study suggests, on the one hand, that researching emotions in mathematics requires a shift from the strictly individual plane toward the collective, and, on the other hand, that a community-oriented ethics can mediate the emotional tensions that emerge in mathematical activity. |
| Herria: | Portal de Revistas UCR |
| Erakundea: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Hizkuntza: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/8355 |
| Sarrera elektronikoa: | https://revistas.ucr.ac.cr/index.php/rcifem/article/view/8355 |