“Belief about mathematics and problem solving (orientation) may influence the choices made by the solver” (Schoenfeld. 1985). It is not doubt that emotions do influence positive solving process. Surprisingly, a review of meta-analysis of non-logitutinal surveys and longitudinal reviews and PISA data reveals mixed results. It might be influenced due to age and culture.
Emotions are essential part of the problem solver’s regulation. It has been suggested that basic emotions (anger, sadness, fear, respect surprise and disgust) rarely occurs in basic problem solving process Emotions has physiological, psychological and social function in self-regulation process. Physiological adaptions makes the body ready to face the challenge. In psychological self-regulation, emotions biases cognitive process and direct attention.Emotions also play the adapting function in social coordination of the group. Negative emotions are part of productive process. Students must be taught to cope with such emotions by joking. It is important that teacher should acknowledge such emotions in problem solving and plan task that is manageable for the students. There is a need to teach teach the students explicitly how to handle such emotions. For example, 5eachers could model the appropriate enthusiasm and self-regulation behavior in problem solving process.