Understanding Emotions in Mathematical Thinking and Learning

<p>PART I INTRODUCTION: AN OVERVIEW OF THE FIELD<br>1. An Overview of the Growth and Trends of Current Research on Emotions and Mathematics<br>2. Appraising Emotion in Mathematical Knowledge: Reflections on Methodology</p> <p>PART II COGNITION AND EMOTION IN MATHEMATICAL ACTIVITY<br>3. Being in Control<br>4. Epistemic States of Convincement: A Conceptualization from the Practice of Mathematicians and Neurobiology<br>5. The Impact of Anxiety and Working Memory on Algebraic Reasoning</p> <p>PART III EMOTIONS IN THE LEARNING AND TEACHNING OF MATHEMATICS<br>PART IIIA LEARNERS IN DIFFERENT EDUCATIONAL LEVELS<br>6. Students’ Emotional Experiences Learning Mathematics in Canadian Schools<br>7. "I did Use to Like Maths…": Emotional Changes Towards Mathematics During Secondary School Education<br>8. When Being Good at Math Is Not Enough: How Students’ Beliefs About the Nature of Mathematics Impact Decisions to Pursue Optional Math Education</p> <p>PART IIIB LEARNERS WITH MATHEMATICAL DIFFICULTIES<br>9. Special Needs in Mathematics Classrooms: Relationships with Others<br>10. The Construct Mathematical Resilience</p> <p>PART IIIC LEARNERS OUT OF THE SCHOOL<br>11. The Emotions Experienced While Learning Mathematics at Home<br>12. Parents’ and Children’s Mathematics Anxiety</p> <p>PART IIID MATHEMATICS TEACHERS<br>13. ‘I Hate Maths’: Changing Primary School Teachers’ Relationship with Mathematics<br>14. Using Students’ Emotional Experiences to Guide Task Design in Mathematics Content Courses</p> <p>PART IV THEORETICAL ADVANCES<br>15. Digging Beneath Dual Systems Theory and the Bicameral Brain: Abductions About the Human Psyche from Experience in Mathematical Problem Solving<br>16. On the Irreducibility of Acting, Emoting, and Thinking: A Societal-Historical Approach to Affect in Mathematical Activity<br>17. Emotional Orientations and Somatic Markers: Expertise and Decision-Making in the Mathematics Classroom</p>