Mathematics Education and the Affective Domain

Author:

Attard Catherine,Ingram Naomi,Forgasz Helen,Leder Gilah,Grootenboer Peter

Publisher

Springer Singapore

Reference81 articles.

1. Afamasaga-Fuata’i, K., & Sooaemalelagi, L. (2014). Student teachers’ mathematics attitudes, authentic investigations and use of metacognitive tools. Journal of Mathematics Teacher Education, 17, 331–368. doi: 10.1007/s10857-014-9270-y .

2. Andersson, A., & Seah, W. T. (2012). Valuing mathematics education contexts. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 35–42). Taipei, Taiwan: PME.

3. Areepattamannil, S., & Kaur, B. (2012). Influences of self-perceived competence in mathematics and positive affect toward mathematics achievement of adolescents in Singapore. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 91–97). Singapore: MERGA.

4. Areepattamannil, S., & Kaur, B. (2013). Mathematics teachers’ perceptions of their students’ mathematical competence: Relations to mathematics achievement, affect, and engagement in Singapore and Australia. In V. Steinle, L. Ball, & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 52–56). Melbourne: MERGA.

5. Attard, C. (2014). “I don’t like it, I don’t love it, but I do it and I don’t mind”: Introducing a framework for engagement with mathematics. Curriculum Perspectives, 34(3), 1–14.

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