Affect in mathematical thinking and learning

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Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “…need to pay particular attention to the emotions aroused in both teaching and learning science, since they can reveal aspects often inaccessible to the individual’s consciousness (Hannula 2006) or simply be the underlying causes of problems in the educational process, such as low self-efficacy.”
“MY PERSONAL RELATIONSHIP TOWARDS MATHEMATICS HAS NECESSARILY NOT CHANGED BUT …” ANALYZING PRESERVICE TEACHERS’ MATHEMATICAL IDENTITY TALK (2012, background): “EMOTIONS AS SOCIAL TEXT Hannula (2004) distinguishes affect as a subjective experience, as a physiological process, and as a social text.”
Identity Struggles in the Mathematics Classroom: On Learning Mathematics as an Interplay of Mathematizing and Identifying. (2012, background): “mathematics learning see Hannula (2006), McLeod (1994), Leder and Forgasz (2006), Evans, Hannula, Zan, and Brown (2006).”