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REVIEWING AND THINKING THE AFFECT/COGNITION RELATION

This paper is a theoretical discussion about learning. In it the core question of learning is first reviewed, assessed, then reworked to offer a new sensibility about what it is that prompts us to learn. Central to the reframing is the affective domain and the role that affect plays in learner outcomes. Our intent is to develop a theory of learning that foregrounds the non-rational and often unexplained aspects of learning. The general strategy taken draws upon the work of Lacan and uses that framework and language for developing a coherent explanation of some affective aspects of learning that are ordinarily overlooked in mathematics education.