Distinct situational stress changes co-occurred with conflict situations while presenting and communicating mathematical problems¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teacher scaffolding questions probing correctness and teacher challenges to a student's solution co-occurred with ASV peaks during Student B's presentation turn. → Lehesvuori 2026

Evidence¶

Lehesvuori 2026¶

Lehesvuori, S., Järvinen, M., Lämsä, J., Heilala, V., Hämäläinen, R. (2026). Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson. Instructional Science. https://doi.org/10.1007/s11251-026-09786-3

q2 · i? · qualitative · r2

Micro-level moment-by-moment analysis of Examples 1 and 2 combining transcript coding and second-by-second ASV values; the article reports all cases showed "at least 50 percent increase" in ASV in close temporal context of the critical incident.

"even if ASV values are already at high level when performing on the whiteboard, the conflict situations can still be seen in high peaks when compared to close temporal surroundings."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Students' situational stress (ASV) values were elevated during periods when students were engaged in tasks at the whiteboard — a broader claim this one bears on
• Peer discussion leading to individual resolving of an incorrect solution was interpreted as cognitive engagement favouring learning, co-occurring with peaking situational stress — related
• Teacher's direct support of a stuck presenter corresponded with a clear decrease in situational stress (ASV) — related
• Teacher communicative activities in the analysed undergraduate mathematics lesson were dominated by presentation and correction, reflecting an authoritative communicative approach — related
• Active listening was the most common individual student communicative activity in the analysed lesson, with marked individual differences between the three students — related
• Students' situation-specific interpretations of a learning situation as challenging or favourable affect their SRL and strategy use — related