Emergency and co-occurrence of emotions in the formative process of mathematics’ teachers

Abstract

This article presents the results of a doctoral research that explores pupils’ emotional response from an experiential approach. It acknowledges the occurrence of an emotion as produced either by emergency or concurrence. The aim is to characterize pre-service mathematics teachers’ emotions. More precisely, the interest is on what configures emotions and what do emotions configure in teachers training experiences. This is done through a qualitative approach; particularly open coding, based on personal logs, and in-depth interviews. The sample is composed of pre-service mathematics teachers from a private university located in Santiago, Chile. The findings support the appearance of emergency and concurrence elements, for example, configurations related to fear of functions or the fear and insecurities towards summative assessment and certain features of the current school system.  Strangeness and curiosity emerge as emotions while involving with different styles of learning, which enables the creation of mathematical learning.