Affect and mathematics education

By G. Leder, Peter Grootenboer. ICME-13 Monographs, 2005

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Not only has interest in the affective domain in mathematics educat ion been long standing, but it is an area to which considerable research at tention continues to be directed. Even a casual perusal of MERGA publications, and in particular of the Mathematics Education Research Journal [MER]], of Mathematics Education and Development [MTED], and of the Proceedings of the Annual MERGA conferences, reveals the sustained interest by the mathematics educat ion research communi ty in Australia and elsewhere in beliefs, values, att i tudes and emotions as they relate to mathematics education. Indeed, the most recent four-year ly review of Research in Mathematics Education in Australasia 2000 2003 (Perry, Anthony, & Diezmann, 2004) included, for the first time, an entire chapter on affective issues in mathematics educat ion (Schuck & Grootenboer, 2004). Given this prolonged and persistent interest, it is t imely to publish a special issue of MERJ focused specifically on affective issues in mathematics education.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

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