Springer Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views

This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.   From the Back Cover This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education. About the Author C hiara Andrà is Senior Researcher at the Technological Innovation and Science Department, Università del Piemonte Orientale (Italy). She teaches mathematics for the Bachelor Degree in Biology and mathematics education for the master degree in Sciences. Her research interests include: emotions in mathematics, social interactions in small group activities in the math classroom, the transition from secondary to tertiary education, and mathematics teacher education. Domenico Brunetto is Junior Researcher at the Mathematics Department, Politecnico di Milano (Italy), where he teaches calculus for the Bachelor Degree in Architecture and Innovative teaching skill for PhD students. His main research interests concern: distance and blended learning, with a special focus on MOOCs; the use of multimedia in classroom practices; interactions among students in small and large groups; real-life mathematical problems. His last research project was devoted to design and develop practices for teaching mathematics to young immigrants and to students with low socio-economic status.  Francesca Martignone is Associate Professor at the Technological Innovation and Science Department, Università del Piemonte Orientale (Italy). She teaches mathematics for the Bachelor Degrees in Biology and in Chemistry, and mathematics education for the master degree in Sciences. She is involved in several programs for in-service mathematics teachers Professional Development. Her research interests include: problem solving, assessment, and mathematics teacher education.