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The prominence of affect in creativity: expanding the conception of creativity in mathematical problem solving. (English)
Leikin, Roza (ed.) et al., Creativity and giftedness. Interdisciplinary perspectives from mathematics and beyond. Cham: Springer (ISBN 978-3-319-38838-0/hbk; 978-3-319-38840-3/ebook). Advances in Mathematics Education, 57-73 (2017).
Classification: C20 C40 D50
1
Zig-zagging in geometrical reasoning in technological collaborative environments: a mathematical working space-framed study concerning cognition and affect. (English)
ZDM, Math. Educ. 48, No. 6, 909-924 (2016).
Classification: G40 U70 E50 C70
2
Underserved students and creativity. (English)
Czarnocha, Bronislaw (ed.) et al., The creative enterprise of mathematics teaching research. Elements of methodology and practice ‒ from teachers to teachers. Rotterdam: Sense Publishers (ISBN 978-94-6300-548-7/hbk; 978-94-6300-547-0/pbk; 978-94-6300-549-4/ebook). 43-55 (2016).
Classification: C60 C30 C20
3
Mathematics education and the affective domain. (English)
Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 73-96 (2016).
Classification: D20 C20 C60
4
A comparative study of Finland and Chile: the culture-dependent significance of the individual and interindividual levels of the mathematics-related affect. (English)
Int. J. Sci. Math. Educ. 14, No. 6, 1093-1111 (2016).
Classification: C20 C60
5
Numeracy moderates the influence of task-irrelevant affect on probability weighting. (English)
Cognition 151, 37-41 (2016).
Classification: K40 K50 K70 C30 C20
6
Rhythm in number: exploring the affective, social and mathematical dimensions of using TouchCounts. (English)
Math. Educ. Res. J. 28, No. 1, 31-51 (2016).
Classification: F22 F32 U72 C22 C32
7
Differentiation of competence and affect self-perceptions in elementary school students: extending empirical evidence. (English)
Eur. J. Psychol. Educ. 30, No. 4, 405-419 (2015).
Classification: C22 C32 C42
8
Teacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 1-13 (2015).
Classification: C29 D39 B50 D20
9
Statistics anxiety and worry: the roles of worry beliefs, negative problem orientation, and cognitive avoidance. (English)
Stat. Educ. Res. J. 14, No. 2, 53-75, electronic only (2015).
Classification: C25 K45 K75 K85
10
Challenging the western approach to cultural comparisons: young pupils’ affective structures regarding mathematics in Finland and Chile. (English)
Int. J. Sci. Math. Educ. 13, No. 6, 1625-1648 (2015).
Classification: C60 C20
11
Metacognition in the classroom: motivation and self-awareness of mathematics learners. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 5, 439-452 (2015).
Classification: C25 C35 D45
12
Reaction to Section 3: Some methodological reflections on studies of mathematical affect. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 383-393 (2015).
Classification: D20 C20
13
Studying the factorial structure of Ghanaian twelfth-grade students’ views on mathematics. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 355-381 (2015).
Classification: C24 C60 D20
14
Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. (English)
Learn. Individ. Differ. 40, 41-54 (2015).
Classification: C23 C33 C63
15
Reaction to Section 2: The relevance of affective systems and social factors: a commentary. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 269-277 (2015).
Classification: C20 C60
16
Reaction to Section 1: Faith, hope and charity: theoretical lenses on affect. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 119-134 (2015).
Classification: C20 D20
17
The construct of attitude in mathematics education. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 51-72 (2015).
Classification: C20
18
‘I sense’ and ‘I can’: framing intuitions in social interactions. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 49-56 (2014).
Classification: C70 C20
19
“I also want them to feel comfortable": affect and the formation of professional identity. (English)
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 177-184 (2014).
Classification: C29
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