We Feel, Therefore We Memorize: Understanding Emotions in Learning Mathematics Using Neuroscience Research Perspectives

Abstract

Emotionally significant experiences tend to be well remembered in learning Mathematics in the classroom. Recent advances in neuroscientific methods have led to an increased understanding of the neural mechanisms underlying emotions in learning mathematics. The aim of this research is to use neuroscience research perspectives in classroom setting involving students’ emotion in learning Mathematics and its relationship with memory. Therefore, this research examined how students’ emotions in learning Mathematics and its relationship with their memory using mixed–method design. Data from survey (n= 644) and interview informants (n= 6) indicated positive emotions (enjoyment, hope, pride) negative emotions (shame, anger, boredom, anxiety) and memory. Students who accurately identified positive emotions indicated they were more likely to learn Mathematics compared to negative emotions, and findings indicated a strong, positive correlation between positive emotions and memory. Qualitative findings indicated that students who are more likely prefer positive emotions in learning could lead to better memory compared to negative emotions. Moreover, interview data showed that memory performance in Mathematics increased when teacher has embedded positive emotions through the use of humor in teaching, inspiring student with positive words and engaging student in classroom. This study supports neuroscience research findings that positive emotions influence students' memory in learning mathematics. Thus, this study provides insight for teachers to emphasize the importance of positive emotions in learning mathematics as well as reduce negative emotions.