Abstract
Emotions form the composition of both our internal
as well as our external environments. Emotions therefore play a role in every
experience that we undergo; including the experience of learning. Studying the
genesis of and role of emotions is the first foundation in understanding how
emotions affect and direct our experiences; and in particular the experience of
learning mathematics. The origin of emotions and their role in our survival
will therefore be related to learning in general and mathematical learning in
particular. In the study of emotion-mathematical learning experience, several
theories have been proposed and studies carried out, to aid an adoption of an
effective learning process for mathematical learners. These have been explored
in this paper. Possible weaknesses of these models have also been explored.
Ultimately, a possible relation between emotion, cognition and motivation has
been analyzed. An effort to understand emotion as the first stage towards
formation off attitudes and finally our beliefs; that define who we are in the
end (which determines our success in mathematics) has been considered.
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