Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms

Gjennomgang and genomgång: same or different?.- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research.- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research.- Prospective teachers´ conceptions of the concepts mean, median and mode.- Prospective teachers' approach to reasoning and proof: Affective and cognitive issues.- Relationship between proxies for learning and mathematically related beliefs.- University teaching assistants' metaphors about teachers' role.- Temporal Norms of the Typical mathematics lesson - Norwegian and Swedish students' perspectives.- Teaching for entrepreneurial and mathematical competences - teachers stepping out of their comfort zone.- The influence of assessment on students' experiences of mathematics.- Creating tension between action and intent.- Developing And Trialling A Simple-To-Use Instrument For Surveying Teacher Education Students' Mathematics-Related Beliefs.- Grade 9 Students' reasoning about division of fractions: what are their arguments anchored in?.- Using cases and events in teacher education: prospective teachers' preferences.

Hanna Palmér is an Associate Professor in the Department of Mathematics at Linnaeus Univeristy in Växjö, Sweden. Her research is focused on mathematics teaching and learning in preschool, preschool class and primary school. Her special interests are problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. She is also interested in the professional identity development of mathematics teachers.

Jeppe Skott is a Professor in the Department of Mathematics at Linnaeus Univeristy in Växjö, Sweden.