Vol. 9 No. 2 (2024): 29th International Mathematical Views Conference 2023 – Conference Proceedings

Articles

• Exploring the relationship of prospective primary teachers with mathematics and statistics memories, emotions and turning points

  Gemma Capomagi, Álvaro Aguilar-González, Luis J. Rodriguez-Muñiz

  1

  • PDF

• Discourses on mathematics education in the context of early assessment

  Maria Walla, Hanna Palmér

  2

  • PDF

• This is not how it should end The role of mathematics teacher education in preparing teachers for sustainable careers

  Andreas Ebbelind, Tracy Helliwell

  3

  • PDF

• Grade 2 students’ conceptions about working with sharing

  Lovisa Sumpter, Helena Eriksson, Maria Hedefalk, Peter Markkanen

  4

  • PDF

• Professional behaviour of teacher facilitator Roles, beliefs and challenges

  Ralf Erens, Timo Leuders

  5

  • PDF

• Satisfaction, satisfactoriness, motivation and ambiental factors of second year university students

  Jacopo Vicini, Chiara Andrà, Matteo Pezzutto

  6

  • PDF

• ‘Nature of Mathematics weiterdenken’ First findings of an empirical study among prospective teachers and mathematics students at the University of Vienna

  Felix Woltron

  7

  • PDF

• Mathematics anxiety playback

  Markku Hannula, Jaana Taskinen, Tero Kärkkäinen, Tuula Lassila

  8

  • PDF

• Italian teachers’ beliefs on covariational reasoning an exploratory study

  Eugenia Taranto, Sara Bagossi , Federica Ferretti, Ferdinando Arzarello

  9

  • PDF

• How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?

  Andreas Ebbelind , Hanna Palmér, Jorryt van Bommel

  10

  • PDF

• Perceived difficulty of a mathematical task Do teachers and students have a common view?

  Bianca Nicchiotti, Camilla Spagnolo

  11

  • PDF

• The lack of discursive opportunities when becoming a mathematics teacher

  Andreas Ebbelind, Sonja Lutovac

  12

  • PDF

• Exploring the influence of guiding feedback on mathematical self-efficacy Insights from a field study with engineering students

  Farhad Razeghpour

  13

  • PDF

• Exploring the complex relationship between theory and methodology when studying mathematics-related motivation

  Neruja Suriakumaran, Markku S. Hannula

  14

  • PDF

• Acceptability of an argument in the mathematical classroom the role of beliefs

  Marta Saccoletto

  15

  • PDF

• Educators’ perspective on teachers’ beliefs as key-factors for the implementation of mathematics learning activities designed from an enactive-embodied approach

  Alessandra Boscolo

  16

  • PDF

• What do teachers think about students’ approach to collaborative problem solving? Comparison about teachers’ beliefs at different school grades

  Umberto Dello Iacono, Camilla Spagnolo

  17

  • PDF

• Fundamental Ideas of mathematics and the importance of affect-related aspects of learning

  Marie-Christine von der Bank

  18

  • PDF

• Cognitive dissonances in mathematics teachers A cross-case study

  Mónica Marbán de Frutos, José Mª Marbán, Ana I. Maroto Sáez

  19

  • PDF

• Comparing mathematics educational values of Turkish and South Korean students using a two-step cluster analysis

  Yüksel DEDE, Hee-Jeong Kim, Gürcan Kaya, Veysel Akçakın

  20

  • PDF

• Comparing Likert and Q The potential of Q methodology to study pre-service teachers’ beliefs of teaching and learning of mathematics

  Nils Buchholtz, Maike Vollstedt

  21

  • PDF

• Reading mathematical graphs about pollution Exploring the role of mathematical beliefs

  Luca Doria, Cristina Scalvini

  22

  • PDF

• University students’ attitude towards a non-standard instructional proposal for introducing eigentheory

  Margherita Piroi

  23