Enhancement of learning process: role of affective domain: development process in mathematics

Enhancement of learning process: role of affective domain: development process in mathematics

ENHANCEMENT OF LEARNING PROCESS: ROLE OF AFFECTIVE DOMAIN: DEVELOPMENT PROCESS IN MATHEMATICS

Integrity manner can be hold as vision on specific way characteristic with learning process to be two ways one is the specific learning, second is life is learning integrating with whole elements. Especially teacher role in modern days with facilitator role .as a facilitator teacher has to create the atmosphere around the students. Atmospheric elements will be the cause for the development of personality , attitude towards learning process , concentration development .

Affective domain will be the learning process is associated with emotions like happiness, sadness, angry, etc. These affective domain elements will be played the master role in the life which will be vise a versa for the both affective domain and learning process. The three domains of cognitive, psychomotor and affective are tightly integrated

Aspects of human learning. Many institutions focus only on the skills and knowledge

Domains. Many trainers of educational professionals have shied away from the affective Domain because of its complexity (Adkins, 2004). Unfortunately, the cognitive domain is like a skeleton without the skin if we forget to nourish the affective domain He considered emotions to represent mechanisms for the adaptation and survival of the individual. And this evolutionary function of emotion is still acknowledged by some contemporary writers in the field of emotion

According to Rosenfield (1988), emotions have an important connection to memory; emotions help to store information and also trigger its recall. Caine and Caine (1991) add:

"The emotional depth and range that students have...affected their actual capacity to grasp ideas and procedures. Similarly, content that is emotionally sterile is made more difficult to understand. ... To teach someone any subject adequately, the subject must be embedded in all the elements that give it meaning. People must have a way to relate to the subject in terms of what is personally important, and this means acknowledging both the emotional impact and their deeply held needs and drives. Our emotions are integral to learning. When we ignore the emotional components of any subject we teach, we actually deprive students of meaningfulness." (p. 58)

"Teachers need to understand that students' feelings and attitudes will be involved and will determine future learning. Because it is impossible to isolate the cognitive from the affective domain, the emotional climate in the school and classroom must be monitored on a consistent basis, using effective communication strategies and allowing for student and teacher reflection and metacognitive processes. In general, the entire environment needs to be supportive and marked by mutual respect and acceptance both within and beyond the classroom."

Affective domain elements associated with mathematics learning

McLeod (1992, 578) divides affective domain into emotions, attitudes and

beliefs.

Mathematical beliefs pertain to subjective knowledge, and mathematical attitudes to emotions. But these two sub-domains intersect, since one can imagine statements that can be understood at the same time as beliefs and attitudes. For example, the statement "I am not good in mental calculations" can be understood as a belief concerning oneself, but also as an attitude toward mathematics

In knowledge, we distinguish between its objective and subjective share, and the former is situated outside of the individual (cf. Sfard 1991). However, objective and subjective knowledge are thought to be in interaction with each other. Since the individual's subjective knowledge contains also some part of his emotions, these two areas intersect each other. It could be thought that a pupil has knowledge on his emotions. The pupil recognizes, for example, that when he has solved a difficult task, he feels joy and satisfaction.

Attitudes are affective reactions that contain relatively intense and long-term positive or negative feelings (McLeod 1992, 581). They are therefore rather stable and in them affective and cognitive sides get balanced (Goldin 2002). Attitudes related to mathematics include liking, enjoying, and interest in mathematics, or the opposite, and at worst math phobia (Ernest, 1989). Attitudes also include pupils' reactions to the easiness or difficulty of mathematics (Ma & Kishor 1997). There are different attitudes toward mathematics: "I'm interested in percentage calculation" and "fractions are boring". It is important to note that mathematics is a wide area and that pupils can have different attitudes to different parts of mathematics (McLeod, 1992). Attitude scan form in two different ways: repeating emotional reactions can stabilize into attitude. For example, if a pupil has many negative experiences in doing geometrical tasks, the reaction to similar tasks can become more automatic and stabile. An attitude can be formed also so that an already existing attitude is assigned to a new but related task. It is for example possible that pupil who has a negative attitude toward proofs in algebra may attach the same attitude to proofs in geometry. (ibid, 581)

REFERENCE

Adkins, S. (2004). Beneath the tip of the iceberg. American Society for Training &Development, 58(2), 28-33.

Goldin, G. 2002. Affect, meta-affect, and mathematical belief structures. In: Beliefs: Ahidden variable in mathematics education? (eds. G. Leder, E. Pehkonen & G.Trner). Dordrecht: Kluwer

McLeod, D.B. 1992. Research on Affect in Mathematics Education: AReconceptualization. In: Handbook of research on mathematics learning and teaching (ed. D.A. Grouws), 575-596. New York: Macmillan

Sfard, A. 1991. On the dual nature of the mathematical objects. Educational Studiesin Mathematics, 22, 136.

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