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Affect, Meta-Affect, and Mathematical Belief Structures
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(1983)Moral stages: A current formu…Feeling and thinking: Preferences need no inferences. 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this work references cited by second hop

References

  • 1980Feeling and thinking: Preferences need no inferences.8,070 cited
  • 1997Affective Computing7,373 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2000The feeling of what happens: body and emotion in the making of consciousness5,997 cited
  • 2006Research on Affect in Mathematics Education: A Reconceptualization1,218 cited
  • 1983Moral stages: A current formulation and a response to critics.1,017 cited
  • 2026Problems of Representation in the Teaching and Learning of Mathematics850 cited
  • 1996Constructivist, emergent, and sociocultural perspectives in the context of developmental research811 cited
  • 2000The Feeling of What Happens: Body and Emotion in the Making of Consciousness590 cited
  • 1994Research on Affect and Mathematics Learning in the JRME: 1970 to the Present238 cited

Cited by

  • 2012Exploring new dimensions of mathematics-related affect: embodied and social theories221 cited
  • 2012Creativity and mathematics education: the state of the art181 cited
  • 2006“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom164 cited
  • 2011Beliefs and engagement structures: behind the affective dimension of mathematical learning160 cited

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  • 2005Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students123 cited
  • 2008Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program121 cited
  • 2003On relationships between beliefs and knowledge in mathematics education97 cited
  • 2005Affect and mathematics education90 cited
  • 2008Mother and Child Emotions during Mathematics Homework87 cited
  • 2002Tackling Complexity In Mathematics Teaching Development: Using the Teaching Triad as a Tool for Reflection and Analysis84 cited
  • 2007Mathematics Performance and the Role Played by Affective and Background Factors71 cited
  • 2004RF01: AFFECT IN MATHEMATICS EDUCATION - EXPLORING THEORETICAL FRAMEWORKS 167 cited
  • 2007Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings65 cited
  • 2014Towards a Participatory Approach to ‘Beliefs’ in Mathematics Education62 cited
  • 2011Factors that influence secondary school students’ attitude to mathematics61 cited
  • 2019Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction60 cited