Researching the affective domain in mathematics education

Abstract

This chapter backgrounds and critically reviews Australasian research in the affective domain in mathematics education from 2016–2019. It first locates the body of research within broader considerations of an affective domain and then explores the individual affective aspects of beliefs, self-efficacy, identity, attitudes, motivation and interest, feelings, anxiety and emotions, and engagement. Consideration is given to the methodologies used in research in the affective domain during this time period.

Document Type

Book Chapter

Date of Publication

2020

Publication Title

Research in Mathematics Education in Australasia 2016-2019

Publisher

Springer

School

School of Education

RAS ID

43526

Comments

Ingram, N., Hatisaru, V., Grootenboer, P., & Beswick, K. (2020). Researching the affective domain in mathematics education. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright. (2020). Research in Mathematics Education in Australasia 2016–2019 (pp. 147-175). Springer. https://doi.org/10.1007/978-981-15-4269-5_7

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Link to publisher version (DOI)

10.1007/978-981-15-4269-5_7