Theorizing and Measuring Affect in Mathematics Teaching and Learning

Part 1: theorising and measuring affect.- Introduction to the work of MAVI 25; Chiara Andrà and Francesca Martignone.- Collective chapter C; Maike Vollstedt, Ralf  Erens, Andreas Eichler, and Vesife Hatisaru.- Collective chapter B; Andrea Maffia, Jens-Oliver Krummenauer, and Boris Girnat.- Part 2: understanding students’ beliefs; Understanding beliefs, capturing beliefs and changing beliefs: theory and methods; Guenter Toerner, Andreas Eichler and Ralf Erens.- Comparing and contrasting personal meaning and value; Neruja Suriakuraman, Maike Vollstedt & Markku S. Hannula.- “[he] Has impaired vision due to overworking”: students’ views about mathematicians; Vesife Hatisaru.- Pupils’ beliefs about mathematical content thinking represented in photos from everyday life all over the world; Sabrina Blum.- How to design an activity that influences middle school students’ beliefs about mathematics as a discipline; Maria Kirstine Oestergaard.- Part 3: teachers’ beliefs.- Introduction to teachers’ beliefs and change; Chiara Andrà and Domenico Brunetto.- How large scale tests impact on teacher practice: an exploratory study on teachers’ attitudes; Federica Ferretti, Slivia Funghi and Francesca Martignone.- A clustering method for multiple-answer questions on pre-service primary teachers’ views of mathematics; Federica Ferretti, Alice Lemmo, Andrea Maffia, Simone Rossi Tisbeni.- Primary school teachers’ awareness of Learning opportunities related to statistical variation; Jens Oliver Krummenauer and Sebastian Kuntze.- Beliefs of teachers concerning teaching and learning with Digital technology in upper secondary level in mathematics; Joyce Peters-Dasdemir and Barbel Barzel.- Professional development of teacher educators, strategies for spreading innovations and connected beliefs; Ralf Erens.- Part 4: a focus on transition(s).- Introduction on transition issues; Chiara Andrà.- A multidimensional model of mathematics self-efficacy to analyse first-year students’ mathematical self-assessment, performance, and beliefs change; Boris Girnat.- Does the relationship between mathematics achievement and students’ self-concept change from primary to secondary school?; Elisa Caponera, Laura Palmerio, Stefania Pozio.- A massive phenomenon from a qualitative perspective; commentary by Francesca Gregorio.- A non-affective perspective; commentary by Francesca Martignone and Pier Luigi Ferrari.- The perspective of a tutor (and a teacher); commentary by Paola Landra.- Anonymous or not?; commentary by Chiara Andrà, Domenico Brunetto and Alessia Pini.- Part 5: cultural and multicultural perspectives.- Collective chapter A; Stefania Pozio, Maria Kirstine Østergaard, Sabrina Blum and Federica Ferretti.- Invited chapter on cultural beliefs; Silvia Funghi.- Experiences of empowerment in mathematics; Chiara Andrà and Domenico Brunetto.