Contributions from socio-behavioral and affective dimensions to the teaching of mathematics in higher education

Abstract

The main objective of this critical essay is to provide a referential socio-behavioral theoretical framework for research on emotions, personality and interpersonal relationships linked to academic performance in mathematics. This is because the affective experience, personality traits and cooperative tendencies present in mathematics students require a study capable of integrating theoretical and conceptual background regarding these dimensions. The main results reported here are the existence of positive relationships between cooperation and academic performance, as well as the importance of the emotional component to the relationship between affective dimensions and academic performance.