DISGUST AS A FACTOR NEGATIVELY INFLUENCED ON THE PROCESS OF TEACHING MATHEMATICS AND REASONS FOR THE APPEARANCE

Abstract

Disgust (and its weak forms - a feeling of unpleasantness, antipathy) is one of the most frequently manifested emotional feelings in a student environment. Disgust can be caused by feelings, thoughts and actions. The causes of disgust have been carefully studied by K. Izard, who proposed the basic feelings, thoughts and actions that cause disgust, and experimentally demonstrated the weight of each of his proposed reasons in each type of disgust. In this paper, the causes of disgust proposed by Izard are considered in the process of teaching mathematics. Unlike Izard, here it is possible to observe the dependence of manifestations of disgust on students’ performance. As in the case of feelings, thoughts and actions, the manifestation of disgust and its intensity largely depend on academic performance and is directly proportional to the performance of students. This is explained by the fact that most successful students feel themselves to be subjects of the educational process and consider educational failures that cause disgust as personal failures. The nature of the dependence of the intensity of disgust on educational success is also determined by the participants in the educational process. In bilateral student-student relationships this relationship is generally directly proportional, while in bilateral student-teacher relationships it is inversely proportional