How does an affective self-regulation program promote mathematical literacy in young students?

The study compared two groups of Israeli fifth graders. The research group (n = 54) solved mathematical literacy tasks following an affective self-regulation intervention program preceded by a general introduction to solving authentic problems. The control group (n = 53) only received a general introduction to solving authentic problems. The groups were compared regarding: positive and negative emotions, performance in solving mathematical literacy tasks with different levels and representations, and long-term reflections on the program. Students in the affective self-regulation group performed better on all aspects of the mathematical literacy tasks and showed a greater reduction in negative emotions than the control group. Furthermore, during interviews held three months after the intervention, the research students commented on the importance and effectiveness of the strategy they had experienced. The theoretical and practical implications of the study are discussed.