Abstract
This paper describes certain characteristics of discrete mathematics that can enable teachers to evoke student interest and engagement , and develop students’ powerful affect in relation to math—emotion s, attitudes, beliefs, and values. Special affordances of discrete mathematics include interesting topics arising in familiar settings , special cases that are easy to set up and explore, a variety of natural representation s embodying mathematical structures, and few prerequisites needed for in-depth inquiry. We also list several possible domain-specific sources of commonly-occurring math anxiety (long-term negative affect ) which can be ameliorated through effective teaching making use of these features of discrete mathematics . An example from game theory illustrates our suggested approach. Pitfalls are also identified, including the too-early introduction of formal definitions, theorems, and problem-solving algorithms, or (alternatively) the relegation of discrete mathematics to a “slow track ” in the curriculum .
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Goldin, G.A. (2018). Discrete Mathematics and the Affective Dimension of Mathematical Learning and Engagement. In: Hart, E., Sandefur, J. (eds) Teaching and Learning Discrete Mathematics Worldwide: Curriculum and Research. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-70308-4_4
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