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

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• Discourses on mathematics education in the context of early assessment

  Maria Walla, Hanna Palmér

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

  Andreas Ebbelind, Tracy Helliwell

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• Grade 2 students’ conceptions about working with sharing

  Lovisa Sumpter, Helena Eriksson, Maria Hedefalk, Peter Markkanen

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• Professional behaviour of teacher facilitator Roles, beliefs and challenges

  Ralf Erens, Timo Leuders

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

  Jacopo Vicini, Chiara Andrà, Matteo Pezzutto

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

  Felix Woltron

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• Mathematics anxiety playback

  Markku Hannula, Jaana Taskinen, Tero Kärkkäinen, Tuula Lassila

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• Italian teachers’ beliefs on covariational reasoning an exploratory study

  Eugenia Taranto, Sara Bagossi , Federica Ferretti, Ferdinando Arzarello

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

  Andreas Ebbelind , Hanna Palmér, Jorryt van Bommel

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

  Bianca Nicchiotti, Camilla Spagnolo

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• The lack of discursive opportunities when becoming a mathematics teacher

  Andreas Ebbelind, Sonja Lutovac

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

  Farhad Razeghpour

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

  Neruja Suriakumaran, Markku S. Hannula

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

  Marta Saccoletto

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

  Alessandra Boscolo

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

  Umberto Dello Iacono, Camilla Spagnolo

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

  Marie-Christine von der Bank

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• Cognitive dissonances in mathematics teachers A cross-case study

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

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• 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

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• 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

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

  Luca Doria, Cristina Scalvini

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

  Margherita Piroi

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• Why do you want to be a mathematics teacher? 
Stories “in the middle"

  Gabriella Pocalana, Peter Liljedahl

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