View in EDS

Relationship between Affective-Motivational Constructs and Heart Rate

Saved in:
Bibliographic Details
Title: Relationship between Affective-Motivational Constructs and Heart Rate
Language: English
Authors: Felicitas Pielsticker (ORCID 0000-0002-0234-5470), Magnus Reifenrath (ORCID 0009-0002-6634-3033)
Source: LUMAT: International Journal on Math, Science and Technology Education. 2024 12(1):80-97.
Availability: LUMA Centre Finland. University of Helsinki. A.I. Virtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://journals.helsinki.fi/lumat
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 8
Junior High Schools
Middle Schools
Grade 9
High Schools
Grade 10
Grade 11
Descriptors: Metabolism, Adolescents, Mathematics Instruction, Student Motivation, Affective Objectives, Human Body, Psychological Patterns, Secondary School Mathematics, Grade 8, Grade 9, Grade 10, Grade 11, Foreign Countries
Geographic Terms: Germany
ISSN: 2323-7112
Abstract: The following survey study uses a quantitative research design to investigate motivational and affective aspects of students (aged 14-17) in a mathematical workshop on graph theory. Motivational and affective aspects are related to heart rate measurement (using the digital medium of a pulse watch) in mathematical knowledge development processes in an empirical-oriented mathematics class. Interestingly, a link between constructs on motivational and affective aspects and a heart rate measurement is describable. This gives further impulses for investigation and could be used in the future to determine the teaching phases or tasks in which students are particularly motivated.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415665
Database: ERIC
Description
Abstract:The following survey study uses a quantitative research design to investigate motivational and affective aspects of students (aged 14-17) in a mathematical workshop on graph theory. Motivational and affective aspects are related to heart rate measurement (using the digital medium of a pulse watch) in mathematical knowledge development processes in an empirical-oriented mathematics class. Interestingly, a link between constructs on motivational and affective aspects and a heart rate measurement is describable. This gives further impulses for investigation and could be used in the future to determine the teaching phases or tasks in which students are particularly motivated.
ISSN:2323-7112