Exploring new dimensions of mathematics-related affect: embodied and social theories

By Markku S. Hannula. 2012

261 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/aef358d5c835ed4df523fb10c94ff85b24e4211d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Einat Heyd‑Metzuyanim
2. G. Lewis

In Developmental and Educational Psychology

1. Einat Heyd‑Metzuyanim
2. Michal Tabach
3. G. Lewis
4. Talli Nachlieli

In Experimental and Cognitive Psychology

1. Einat Heyd‑Metzuyanim
2. Michal Tabach
3. G. Lewis
4. Talli Nachlieli

Citations in the corpus

• Emotion and disaffection with school mathematics (2013, background): “Attitudes and beliefs were seen as more stable, and thus closer to ‘trait’ (as opposed to state: see e.g. Hannula 2012).”
• Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Interestingly, though affect in mathematics education has received an increasing amount of attention in the past few decades (Hannula 2012; Leder and Forgasz 2006; McLeod 1992), much less attention has been given to the ways that affective factors influence classroom activity, in general, and classr”