国际数学教师情绪核心实证研究图景与展望OA

Mathematics is an intensely emotional subject.Mathematics teachers'emotions have become an emerging and increasingly prominent topic in international mathematics education research.Using a scoping review method,this study conducted a thematic analysis of 62 empirical studies published in international core journals.Regarding theoretical foundations,current studies mainly draw on two core emotion theories:Cognitive appraisal theory and Control-value theory.In terms of research design,most studies focused on in-service secondary school teachers and relied primarily on quantitatively oriented methods.Regarding research findings,existing studies mainly focused on specific emotions such as anxiety and enthusiasm.The antecedents of mathematics teachers'emotions were found to include four categories of factors:teachers'cognitive and non-cognitive factors,emotion related competence,mathematics learning experiences,and external contextual influences.The consequences of mathematics teachers'emotions occurred at both the individual teacher level and the student group level.However,interventions targeting mathematics teachers'emotions were relatively scarce.Synthesizing the current international landscape provides implications for future domestic research in three aspects:enriching theoretical perspectives,broadening research design,and strengthening problem awareness in mathematics teachers'emotion research.