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Andreas Eichler, Federica Ferretti & Andrea Maffia. (2023) Cultural values and prospective teachers’ beliefs about success in mathematics and in its teaching. International Journal of Mathematical Education in Science and Technology 54:8, pages 1681-1696.
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Anna Schreck, Jana Groß Ophoff & Benjamin Rott. (2023) Studying mathematics at university level: a sequential cohort study for investigating connotative aspects of epistemological beliefs. International Journal of Mathematical Education in Science and Technology 54:8, pages 1634-1648.
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Andreas Eichler, Ralf Erens & Günter Törner. (2023) Measuring changes in mathematics teachers' belief systems. International Journal of Mathematical Education in Science and Technology 54:8, pages 1490-1508.
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Sebastian Geisler. (2023) What role do students’ beliefs play in a successful transition from school to university mathematics?. International Journal of Mathematical Education in Science and Technology 54:8, pages 1458-1473.
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Farzaneh Saadati, Valentina Giaconi & Fabián Barrera-Pedemonte. (2023) Mathematical problem-solving-related affect across gender and grade-level among upper primary students. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Ofer Marmur & Boris Koichu. (2023) Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom. Mathematical Thinking and Learning 25:1, pages 115-144.
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Jöran Petersson & Kassahun Weldemariam. (2022) Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers. Scandinavian Journal of Educational Research 66:4, pages 714-728.
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Kyeong-Hwa Lee, Yeongjun Kim & Woong Lim. (2021) Risks of aiming to kill two birds with one stone: the affect of mathematically gifted and talented students in the dual realities of special schooling. Mathematical Thinking and Learning 23:4, pages 271-290.
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Mirka Hintsanen & Kirsi Pyhältö. (2019) Are learning skills associated with academic emotions elicited by master’s thesis work?. Journal of Further and Higher Education 43:9, pages 1299-1313.
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Alison Barnes. (2019) Perseverance in mathematical reasoning: the role of children’s conative focus in the productive interplay between cognition and affect. Research in Mathematics Education 21:3, pages 271-294.
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E. O. Harriss, C. Smith & A. Carpenter. (2019) Geometry in the walnut grove: an applied mathematical approach to art. Journal of Mathematics and the Arts 13:1-2, pages 152-172.
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Beth Kelly. (2019) Motivating adults to learn mathematics in the workplace: a trade union approach. International Journal of Lifelong Education 38:2, pages 132-147.
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Keith Jones, Laura Black & Alf Coles. (2019) Marking 21 years of Research in Mathematics Education. Research in Mathematics Education 21:1, pages 1-5.
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Yujing Ni, De-Hui Ruth Zhou, Jinfa Cai, Xiaoqing Li, Qiong Li & Iris X. Sun. (2018) Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. The Journal of Educational Research 111:6, pages 704-719.
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Gustavo Martínez-Sierra & María del Socorro García González. (2014) High school students' emotional experiences in mathematics classes. Research in Mathematics Education 16:3, pages 234-250.
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Gareth Lewis. (2013) Emotion and disaffection with school mathematics. Research in Mathematics Education 15:1, pages 70-86.
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Sheree Rodney & Ami Mamolo. (2023) Relational-Curiosity and Mathematics: A Dynamic Exploration of DataViz. Canadian Journal of Science, Mathematics and Technology Education.
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Karina J. Wilkie, Michal Ayalon & Siba Zoabe Kanj. (2023) Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks. Teaching and Teacher Education 132, pages 104256.
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Steve Murphy & Naomi Ingram. (2023) A scoping review of research into mathematics classroom practices and affect. Teaching and Teacher Education 132, pages 104235.
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Karina Wilkie & Michal Ayalon. (2023) Learning to argue while arguing to learn: Students’ emotional experiences during argumentation for graphing real-life functions. Eurasia Journal of Mathematics, Science and Technology Education 19:8, pages em2312.
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Christopher J. Wagner. (2023) Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review. Review of Educational Research.
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Ana Kuzle. (2022) Elementary school children’s perceptions of geometry classroom as a psychosocial learning environment: an analysis of participant-produced drawings. Learning Environments Research 26:2, pages 379-399.
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Julia L. Hill & Wee Tiong Seah. (2022) Student values and wellbeing in mathematics education: perspectives of Chinese primary students. ZDM – Mathematics Education 55:2, pages 385-398.
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Sandra Schubert, Reinhard Pekrun & Stefan Ufer. (2022) The role of epistemic emotions in undergraduate students’ proof construction. ZDM – Mathematics Education 55:2, pages 299-314.
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Maike Hagena, Julia Bruns & Hedwig Gasteiger. (2022) Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen BildungInfluence of the teaching experience of facilitators on the effectiveness of professional development program for early mathematics childhood teachers. Zeitschrift für Erziehungswissenschaft 25:6, pages 1455-1480.
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Arve Fiskerstrand. (2022) Literature review – Parent involvement and mathematic outcome. Educational Research Review 37, pages 100458.
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Mei-Shiu Chiu, Fou-Lai Lin, Kai-Lin Yang, Toshiyuki Hasumi, Tsung-Ju Wu & Pin-Syuan Lin. (2022) The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics, Science and Technology Education 18:12, pages em2187.
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