Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson
Lehesvuori, Sami; Jarvinen, Miitta; Lamsa, Joni; Heilala, Ville; Hamalainen, Raija (2026-03-28)
Springer
28.03.2026
Lehesvuori, S., Järvinen, M., Lämsä, J. et al. Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson. Instr Sci 54, 38 (2026). https://doi.org/10.1007/s11251-026-09786-3
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© The Author(s) 2026. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
https://creativecommons.org/licenses/by/4.0/
© The Author(s) 2026. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202604092529
https://urn.fi/URN:NBN:fi:oulu-202604092529
Tiivistelmä
Abstract
The aim of this study was to explore the interconnections between communicative activities, situational stress reactions, and cognitive engagement in undergraduate mathematics lessons. The multimodal data consisted of video recordings of the lesson and cardiac physiological measurements of students. Whereas situational stress levels sustained higher during individual students’ presentation turns, in-depth moment-by-moment analysis of selected critical incidents showed the co-occurrence of situational stress reactions and specific communicative activities. The results showed that distinct changes in situational stress co-occurred with conflict situations when presenting and communicating mathematical problems. On the other hand, as depicted in both observations of behaviour as well as changes in situational stress, cognitive engagement favouring learning was considered to take place because of peer interaction leading to individual resolving of an incorrect solution. Implications for educational research and mathematics education are discussed.
The aim of this study was to explore the interconnections between communicative activities, situational stress reactions, and cognitive engagement in undergraduate mathematics lessons. The multimodal data consisted of video recordings of the lesson and cardiac physiological measurements of students. Whereas situational stress levels sustained higher during individual students’ presentation turns, in-depth moment-by-moment analysis of selected critical incidents showed the co-occurrence of situational stress reactions and specific communicative activities. The results showed that distinct changes in situational stress co-occurred with conflict situations when presenting and communicating mathematical problems. On the other hand, as depicted in both observations of behaviour as well as changes in situational stress, cognitive engagement favouring learning was considered to take place because of peer interaction leading to individual resolving of an incorrect solution. Implications for educational research and mathematics education are discussed.
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