Emotions in Learning Mathematics and Its relationship to Memory: Insight from Neuroscience to Classroom findings

Abstract

Neuroscientific research has revealed that brain and emotion processing are closely interwined. This is important because emotional response modulete and guide cognitive to enable adaptive responses to the classroom enviroment. This study aims to identify negative emotions in learning mathematics and its relationship to memory. The questionnaire was used to collect data to identify negative emotion consist of anger, anxiety, boredom and shame and students memory in learning mathematics.  The sample of the study consisted of 644 secondary school students in learning mathematics.  The statictical analysis of the data showed a negative correlation between students negative emotions and their memory in learning mathematics.  This indicates that negative emotions can be negative attributed to the students’ memory.We also demonstrate that integrating perspectives from education, psychology and neuroscience contributes to a greater understanding of negative emotions in learning mathematics. Research from neuroscience and psychology illustrates the effect of negative emotion in learning mathematics and memory can be used to conceptualise the negative emotions and its impact on avoidant behaviour and students wellbeing. Therefore, using this transdisciplinary framework to consider emotions make it possible to identify strategies to reduce negative emotions in mathematics learning. Implementation of these strategies among teachers and policy makers could be beneficial to improve learning environment that emphasizes positive emotions and minimizes negative emotions that can enhance students’ memory.