ABSTRACT
Research on mathematical problem solving has concentrated on cognitive, rather than affective, issues. Generally, the same can be said for research on the teaching of mathematical problem solving. This concentration on cognitive variables is natural and not to be deplored. However, whenever research on teaching problem solving looks seriously at students in mathematics classes, affective issues inevitably arise and demand our attention. The purpose of this paper is to focus our attention on the affective side of problem solving and to see how affective issues might be addressed in research on problem solving.
