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This qualitative study examined how participants in the Israel International Math Competition for Girls (IIMCG) cope with mathematical challenges and which emotions those challenges evoke. Using in-depth interviews and the Math Emotions Measuring Instrument (MEMI), results highlighted strong positive-emotion intensity with a 4:1 positivity ratio. Determination and curiosity dominated, suggesting positive emotions broaden thought repertoires and encourage creativity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-centrality-of-positive-emotions-in-the-field-of-mathematics-by-hava-greensfeld-and-ziva-deutsch/592652/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-centrality-of-positive-emotions-in-the-field-of-mathematics-by-hava-greensfeld-and-ziva-deutsch/592652.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the focus of the qualitative study?","Question",{"text":112,"@type":113},"The study focused on the characteristics of individuals willing to cope with mathematical challenges and on the emotions evoked by those challenges, evaluating the potential role of positive emotions in this context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were positive emotions measured in the study?",{"text":117,"@type":113},"The research used an in-depth interview and the Math Emotions Measuring Instrument (MEMI) to measure emotions expressed while coping with mathematical challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"What major results did the study find about positive emotions?",{"text":121,"@type":113},"The study found the intensity of positive emotions was strong, with a positivity ratio of 4:1. Determination and curiosity were dominant, highlighting motivation and the role of positive emotions in broadening thought and encouraging creativity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592652,1792188562,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Centrality of Positive Emotions in the Field of Mathematics  \nBy Hava Greensfeld􀀍  \nZiva Deutsch†  \nMathematics has been perceived as a discipline centered on intellectuality. However, recent studies have found interaction between a variety of emotions and the quality of learning. This qualitative study focused on the characteristics of those who are willing to cope with mathematical challenges and on the emotions evoked by these challenges, and sought to evaluate the potential role of positive emotions in this context. The research was conducted among participants in the Israel International Math Competition for Girls (IIMCG). The participants were 12 of the top finalist competitors in the previous competitions. Research instruments included an in-depth interview and a Math Emotions Measuring Instrument (MEMI), measuring the emotions expressed while coping with the mathematical challenges. Major results indicated the intensity of positive emotions. The positivity ratio was 4:1. Among those emotions, determination and curiosity were dominant, stressing the importance of the motivational factor. The findings indicate the importance of positive emotions and their ability to broaden the thought repertoire and encourage creativity.  \nKeywords: affect, grit positive emotions, math challenges, positivity ratio  \nIntroduction  \nThe research area investigating the interplay between cognitive and emotional aspects in education is known as affect (Zan, Brown, Evans, & Hannula, 2006) . Seminal work in the 1990s by McLeod (1992) stressed the need to develop a theoretical framework for affect in mathematics education. McLeod represented the affective domain with three constructs: beliefs, attitudes, and emotions. According to McLeod’s conceptualization, affect in abroad sense in mathematics education is positioned along a spectrum ranging from the left, cognitive end—of stability and coolness (beliefs), to the right, affective end—of fluidity and intensity (emotions) . Attitudes are often seen asan intermediary construct: more stable than emotions, but less stable than beliefs and/or values (a 4th construct added by DeBellis & Goldin, 1997) .  \nMany researchers have studied how certain distinct yet interrelated variables, such as background, motivation, and social support, can serve to explain differences in student attitudes towards mathematics. Additionally, those researchers worked to reach an understanding of the defining characteristics of these attitudes in the school environment (Mata, Monteiro, & Peixoto, 2012) . Their findings indicate that different approaches toward  \n􀀍 Head of Research Unit, Michlala, Jerusalem College, Israel.  \n† Head of Math Department, Michlala, Jerusalem College, Israel.  \n[https://doi.org/10.30958/aje.3-4-4](https://doi.org/10.30958/aje.3-4-4) doi=10.30958/aje.3-4-4  \nmathematics are a function of many interrelated variables, as they relate to students, families, and schools. Among student variables, several researchers have indicated that attitudes are a key factor to be taken into account when attempting to understand and explain variability in student performance in math (e.g., Mohamed & Waheed, 2011) .  \nIt has long been understood that attitudes towards school mathematics are rooted in childhood experience, since it is precisely during the formative years of schooling that children develop many of their beliefs and attitudes towards mathematics. Family members, especially parents, were found to be central influences on a child's developing view of mathematics. In a review of the impact of family involvement on childhood education and mathematics achievement outcomes, it was found that children benefit when parents and family members get involved in their learning and development (van Voorhis, Maier, Epstein, & Lloyd, 2013) . This claim was supported by decades of research that suggests that family engagement is positively linked to children’s outcomes in preschool, kindergarten, and early element","cbCair6lSrGlewYU","https://ap.wps.com/l/cbCair6lSrGlewYU","pdf",862741,"English","# Introduction\n## Affect in mathematics education\n## Attitudes, beliefs, and emotions\n## Family and teacher influences\n## Emotions and learning quality","[{\"question\":\"What was the focus of the qualitative study?\",\"answer\":\"The study focused on the characteristics of individuals willing to cope with mathematical challenges and on the emotions evoked by those challenges, evaluating the potential role of positive emotions in this context.\"},{\"question\":\"How were positive emotions measured in the study?\",\"answer\":\"The research used an in-depth interview and the Math Emotions Measuring Instrument (MEMI) to measure emotions expressed while coping with mathematical challenges.\"},{\"question\":\"What major results did the study find about positive emotions?\",\"answer\":\"The study found the intensity of positive emotions was strong, with a positivity ratio of 4:1. Determination and curiosity were dominant, highlighting motivation and the role of positive emotions in broadening thought and encouraging creativity.\"}]","The Centrality of Positive Emotions in the Field of Mathematics - By Hava Greensfeld and Ziva Deutsch | PDF",1792075027]