Emotional self-regulation in mathematics learning in Upper Basic Education
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Emotional self-regulation is an aspect of interest in mathematics learning given the emotional experiences associated with difficulties and errors; therefore, the study aimed to understand educational professionals’ perceptions of this phenomenon. The research was conducted using a qualitative approach, within the interpretive paradigm, and employing a descriptive-interpretive design. It involved a mathematics teacher, a psychologist, and an educational psychologist, who participated in asynchronous, semi-structured interviews. The data were analyzed through coding and triangulation of sources. The findings showed that the professionals attribute significance to emotional experiences in the face of mathematical difficulties and recognize resources related to academic coping and self-confidence, in addition to situating emotional support, guidance, feedback, and the learning environment within these experiences. These results align with previous studies that acknowledge emotional and pedagogical components related to mathematics learning, although the present study interprets them from the perspective of professional perceptions. It is concluded that participants understand emotional self-regulation as a process related to managing emotional responses to mathematical challenges, situated within a context of personal, academic, and pedagogical support resources.
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