# Identifying subgroups of CERME affect research papers

- Published: 01 Feb 2017
- Publisher: Dublin City University
- Country: Finland

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Arslan, O., & Bulut, A. (2015). Turkish prospective middle grades mathematics teachers' teaching efficacy beliefs and sources of these beliefs. In Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1123−1130). Prague: Charles University and ERME.

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Di Martino, P., & Zan, R. (2010). 'Me and maths': Towards a definition of attitude grounded on students' narratives. Journal of Mathematics Teachers Education, 13(1), 27-48.

Fives, H., & Buehl, M.M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers' knowledge and ability. Contemporary Educational Psychology, 33(2), 134- 176. [OpenAIRE]

Flavell, J. (1987). Speculations about the nature and development of metacognition. In F. Weinert,& R. Kluwe (Eds), Metacognition, motivation and understanding (21−29). London: LEA.

Fortunato, S. (2010). Community detection in graphs. Physics reports, 486(3), 75-174.

Furinghetti, F. & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G.C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht, The Netherlands: Kluwer.

Goldin, G.A. (2002). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, & Günter Törner (Eds.) Beliefs: A hidden variable in mathematics education? (pp. 59- 72). Dordrecht, The Netherlands: Kluwer.

Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, E. Swoboda, & T. Rowland (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 34-60). Poland: University of Rzesów. [OpenAIRE]

Hannula, M. S. (2012). Exploring new dimensions of mathematics related affect: Embodied and social theories. Research in Mathematics Education 14 (2), 137-161. [OpenAIRE]

Hannula, M. S., Kaasila, R., Laine, A. & Pehkonen, E. (2005). The structure of student teacher's view of mathematics at the beginning of their studies. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 205-214). Sant Feliu de Guíxols, Spain: Universitat Ramon Llull. [OpenAIRE]

Hannula, M.S., Op 't Eynde, P., Schlöglmann, W & Wedege, T. (2007). Affect and mathematical thinking. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 202-208). Larnaca, Cyprus: University of Cyprus.

McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. In D. A. Grouws (Ed.) Handbook of Research on Mathematics Learning and Teaching (pp. 575-596). New York, NY: MacMillan.

Newman, M. E., & Girvan, M. (2004). Finding and evaluating community structure in networks. Physical review E, 69(2), 026113.

Op 't Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students' mathematics-related beliefs. A quest for conceptual clarity and a comprehensive categorization. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13-37). Dordrecht, The Netherlands: Kluwer. [OpenAIRE]

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