Abstract
Recent research in mathematics education has shown that success or failure in solving mathematics problems often depends on much more than the knowledge of requisite mathematical content. Knowing appropriate facts, algorithms, and procedures is not sufficient to guarantee success. Other factors, such as the decisions one makes and the strategies one uses in connect ion with the control and regulation of one's actions (e.g., deciding to analyze the conditions of a problem, planning a course of action, assessing progress), the emotions one fee ls while working on a mathematical task (e.g., anxiety, frustration, enjoyment), and the beliefs one holds relevant to performance on mathematical tasks, influence the direction and outcome of one's performance (Garofalo and Lester 1985; Schoenfe ld 1985; McLeod 1988). These other factors, although not explicitly addressed in typical mathematics instruction, are nonetheless important aspects of mathematical behavior.
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