Systematization of mathematical problem solving focused on the regulation of affective and cognitive resources

Abstract

Beliefs are components that are on the border of the cognitive and the affective, forming part of the foundations that sustain the student's performance in the process of solving a mathematical problem. They are directly involved with the affective domain, but, once consolidated, they form part of the cognitive domain in the form of conceptions and can slow down or promote said resolution process. This article models the systematization of mathematical problem solving, focused on the regulation of affective and cognitive resources, from two dimensions: the socio-functional assessment of mathematical content and the socio-functional assessment of mathematical problem solving. The model serves as support for the development of practical tools that facilitate didactic intervention in the aforementioned dynamics and improve the success of students in mathematical solving problems.