Affect in Mathematics Education: An Introduction

By R. Zan, L. Brown, Jeff Evans, Markku S. Hannula. 2006

349 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a5a49f86890889f48bd498c3cf9a4beb07b1be13

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

PREDICTING MATHEMATICS ACHIEVEMENT: THE INFLUENCE OF PRIOR ACHIEVEMENT AND ATTITUDES (2011, neutral): “Grootenboer & Hemmings, 2007; Leder & Forgasz, 2006; Zan, Brown, Evans & Hannula, 2006 ).”
Development of a short form of the attitudes toward mathematics inventory (2012, background): “Various researchers (e.g., Ma & Kishor, 1997; Zan et al., 2006) have lamented on the lack of proper instruments to measure mathematics attitudes.”
Sources of students’ frustration in pre-university level, prerequisite mathematics courses (2008, background): “The study belongs to the area of research on affect1 in mathematics education (for surveys of this area, see Reyes 1984; McLeod and Adams 1989; McLeod 1992; Malmivuori 2001; Zan et al. 2006; Smith III and Star 2007), particularly in relation to adults learning (FitzSimons 1994a, b; FitzSimons et al.”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “By contrast, mathematics education has neglected these constructs for many years (Zan et al. 2006).”
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “Emotions (joy, panic, etc.) are momentary reactions to important events and objects, whereas beliefs and attitudes are thought to be relatively stable over time (McLeod, 1992; Zan et al., 2006 ).”
Students’ conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma (2007, background): “Attitudes to mathematics curriculum and teaching have been widely researched (Leder, 1987; McLeod, 1992; Zan, Brown, Evans, & Hannula, 2006 ).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “This article develops further my paper in the proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (CERME7), which suggested a new metatheoretical foundation for relating different branches of research on mathematics-related affect to each other (Hannula ”
Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving (2009, background): “Once the need of taking into account also affect is acknowledged, “the most important problem for research on affect in mathematics is the understanding of the interrelationship between affect and cognition” ( Zan, Brown, Evans & Hannula 2006, p. 117 ).”
The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement (2015, background): “There are many more recent studies finding a similar relationship between anxiety and achievement within the past decade (Hodges & Kim, 2013; Adelson & McCoach, 2011; Chamberlin, 2010; Dumias, 2009; Ismail & Awang, 2008; Zan et al., 2006; Leder & Grootenboer, 2005; Tapia & Marsh, 2004; Hannula, 2002”
The affective domain and mathematics education (2012, background): “Zevenbergen, R. (2006). Teacher identity from a bourdieuian perspective.”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Further, related discussions of affect with regard to mathematics learning may be found in Gomez-Chacon (2000); Hannula (2002); Lesh, Hamilton, & Kaput (2007); Zan, Brown, Evans, & Hannula (2006) ; Evans, Morgan, & Tsatsaroni (2006); and references therein.”
Attitude towards mathematics: a bridge between beliefs and emotions (2011, background): “One of the most critical aspects is the nature of the relationship between the different constructs, in particular the relationship between beliefs and emotions, which recalls the problem of the nature of the interaction between cognitive and emotional aspects in mathematical activities ( Zan et al.”
‘Me and maths’: towards a definition of attitude grounded on students’ narratives (2010, background): “Anyhow, interest in the issues introduced by this book has been one of the main engines for the development of a specific research field devoted to study affect in mathematics education, in which more recent research about attitude is located ( Zan et al. 2006 ).”
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions (2009, result): “Results from studies that support McLeod’s (1989) model (see Zan, Brown, Evans, & Hannula, 2006 ) may shed light on why highly mathematics-anxious individuals experience a reduction in working memory (McLeod, 1994).”
The Construct of Attitude in Mathematics Education (2015, background): “It grows the belief that the study on attitude towards mathematics could offer interpretive instruments to understand the reasons of an individual’s intentional actions in the mathematical context (Zan et al., 2006).”
Mother and Child Emotions during Mathematics Homework (2008, background): “Affect has generally been broadly defined in mathematics education research, often including attitudes, beliefs, and emotions that students have toward mathematics as components of affect (eg, Ma & Cartwright, 2003 ; McLeod, 1992 ; Walshaw & Cabral, 2005 ; Zan, Brown, Evans, & Hannula, 2006 ).”