Review article | Open Access
International Journal of Research in Teacher Education 2025, Vol. 16(1) 1-18
pp. 1 - 18 | DOI: https://doi.org/ijrte.2025.1300.01
Publish Date: March 31, 2025 | Single/Total View: 13/22 | Single/Total Download: 14/25
Abstract
Mathematics education entails a multidimensional learning process that involves not only cognitive knowledge acquisition but also students’ affective responses and social experiences. In collaborative learning environments, where peer interaction and shared problem-solving are emphasized, these dimensions become even more prominent. Emotions such as fear of making mistakes, low self-efficacy, and academic anxiety can directly influence students’ relationship with mathematics. In this regard, it is increasingly important to consider mathematics learning processes not solely through a cognitive lens, but also in conjunction with their socio-emotional components, particularly within collaborative settings. In this context, this study aims to examine socio-emotional interactions that emerge during collaborative learning in mathematics education from a theoretical perspective. In collaborative learning environments, students do more than construct knowledge; they also share and regulate emotions through their social relationships within the group, thereby contributing to the learning process on an emotional level. A review of the literature reveals that positive socio-emotional interactions support students’ group participation, self-regulation skills, and conceptual learning, while negative interactions may hinder motivation and collaborative engagement. In particular, emotion regulation and socio-emotional monitoring skills stand out as key mechanisms for ensuring the sustainability of learning processes. Ultimately, the study emphasizes that in order to effectively structure collaborative mathematics learning, it is essential to systematically evaluate emotional and social components alongside cognitive factors.
Keywords: Emotions, socio-emotional interaction, collaborative learning, mathematics education.
APA 7th edition
Erdogan, F., Alper, B., & Kalkan, S. (2025). Beyond Cognition: A Socio-Emotional Perspective on Collaborative Learning in Mathematics Education. International Journal of Research in Teacher Education, 16(1), 1-18. https://doi.org/ijrte.2025.1300.01
Harvard
Erdogan, F., Alper, B. and Kalkan, S. (2025). Beyond Cognition: A Socio-Emotional Perspective on Collaborative Learning in Mathematics Education. International Journal of Research in Teacher Education, 16(1), pp. 1-18.
Chicago 16th edition
Erdogan, Fatma, Betul Alper and Sinan Kalkan (2025). "Beyond Cognition: A Socio-Emotional Perspective on Collaborative Learning in Mathematics Education". International Journal of Research in Teacher Education 16 (1):1-18. https://doi.org/ijrte.2025.1300.01
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