The research reported here aimed to analyze the relations between affect and cognition in school learning, focusing on mathematical learning at school. Twenty-seven elementary level (5th year) students from a public school at Recife (PE) took part in this research, which covered two stages: 1. Application of HTP Test to the participant students, aiming to identify their self-esteem levels. This procedure allowed the constitution of homogenous and heterogeneous dyads according to gender and self-esteem level. 2. Application to the dyads of an instrument of evaluation of mathematics performance, to be solved by the students cooperatively. Data collected during these two stages were analyzed with the help of multidimensional descriptive statistical tools, which allowed the interpretation of a link between self-esteem and mathematical performance: low and high levels of self-esteem were respectively associated to low and high levels of performance in school mathematics. These data are discussed in terms of both theoretical and pedagogical consequences for mathematics learning.
self-esteem; school performance in mathematics; cognition; affect
