Abstract There is an increasing acknowledgment of the importance of student affect on mathematics learning. Our understanding of emotions is underexamined in comparison to affect of longer duration, e.g. attitudes and beliefs. Yet, it is short-term, in-the-moment affect such as emotion, occurring in real-time, that is malleable by instruction. Across a series of four semi-structured interviews, undergraduate students enrolled in a transition-to-proof course shared their satisfying moments, experiences characterized by significant positive emotion. An expansive range of characteristics of satisfying moments emerged across the overarching categories of accomplishments, sense-making, properties of mathematics, and interactions with people. Satisfying moments tended to exhibit multiple characteristics, but a small set of characteristics were present across many moments: understanding, overcoming challenges, and accomplishments without struggle. Through understanding what elicits satisfaction in mathematics, we can more precisely build learning opportunities that provide positive mathematical experiences to students.

中文翻译：

---

过渡到证明过程中的满足时刻：显着积极情绪时刻的特征

摘要 人们越来越认识到学生影响对数学学习的重要性。与持续时间较长的影响（例如态度和信念）相比，我们对情绪的理解没有得到充分研究。然而，它是短期的、即时的影响，例如实时发生的情绪，可以通过指令进行塑造。在一系列四次半结构化面试中，参加过渡到证明课程的本科生分享了他们满意的时刻，以及以显着积极情绪为特征的经历。在成就、意义构建、数学属性以及与人的互动等总体类别中，出现了广泛的令人满意的时刻特征。满足时刻往往表现出多种特征，但在许多时刻都呈现出一小部分特征：理解、克服挑战和不奋斗的成就。通过了解什么会引起数学满意度，我们可以更准确地建立学习机会，为学生提供积极的数学体验。