Working group 1
Multimethod approaches to the multidimensional affect in mathematics education
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TABLE OF CONTENTS
- Introduction / Markku S. Hannula, Marilena Pantziara, Kjersti Wæge, Wolfgang Schloeglmann
- The effect of achievement, gender and classroom context on upper secondary students' mathematical beliefs / Markku S. Hannula
- Changing beliefs as changing perspective / Peter Liljedahl
- “Maths and me”: software analysis of narrative data about attitude towards math / Pietro Di Martino
- Students’ beliefs about the use of representations in the learning of fractions / Athanasios Gagatsis, Areti Panaoura, Eleni Deliyianni, Iliada Elia
- Efficacy beliefs and ability to solve volume measurement tasks in different representations / Paraskevi Sophocleous, Athanasios Gagatsis
- Students’ motivation for learning mathematics in terms of needs and goals / Kjersti Wæge
- Mathematical modeling, self-representation and self-regulation / Areti Panaoura, Andreas Demetriou, Athanasios Gagatsis
- Endorsing motivation: identification of instructional practices / Marilena Pantziara, George Philippou
- The effects of changes in the perceived classroom social culture on motivation in mathematics across transitions / C. Athanasiou, G. N. Philippou
- “After I do more exercise, I won't feel scared anymore” Examples of personal meaning from Hong-Kong / Maike Vollstedt
- Emotional knowledge of mathematics teachers – retrospective perspectives of two case studies / Ilana Lavy, Atara Shriki
- Humour as a means to make mathematics enjoyable / Pavel Shmakov, Markku S. Hannula
- Beliefs: a theoretically unnecessary construct? / Magnus Österholm
- Categories of affect – some remarks / Wolfgang Schlöglmann
