Abstract
This paper presents a description of the interaction between one student's emotional states and mathematical learning during an introductory Real Analysis course. This case study illustrates the important influence affect can have on a student's success or failure in learning Real Analysis. In particular, it shows how frustration and anxiety led the observed student to place more emphasis on rote learning strategies and avoid engaging in the course material. The case study also describes how the student's small gains in her understanding provided her with feelings of pleasure and encouragement, which in turn motivated her to seek out opportunities to study the material further.
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