Elementary students’ cognitive and affective responses to impasses during mathematics problem solving.

We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students’ experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate for their grade level. A think-aloud protocol was used to capture cognitive processes, and trend...