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By Furui S., Sandhi M.M. (eds.)

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2012). The affective domain in mathematics education. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. ), Research in mathematics education in Australasia 2008-2011 (pp. 23–38). Amsterdam: Sense. Ma, X. (1997). Reciprocal relationships between attitude toward mathematics and achievement in mathematics. The Journal of Educational Research, 90(4), 221–229. Ma, X. (1999). A meta-analysis of the relationship between anxiety and toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30, 502–540.

2009; Jackson and Leffingwell 1999; Pekrun et al. 2007). Perhaps the quotation below captures the perspective of someone who is said to experience math anxiety. On the eighth day God created mathematics. He took stainless steel, and he rolled it out thin, and he made it into a fence, forty cubits high, and infinite cubits long. And on this fence, in fair capitals, he did print rules, theorems, axioms and pointed reminders. ” And when he was finished, he said, “On one side of this fence will reside those who are good at maths.

Alternatively, Philipp (2007) defines values as “the worth of something. A belief one holds deeply, even to the point of cherishing, and acts upon. ” (p. 259) Values are also closely related to attitudes, with values being held in a deeper and more central position. As with the other dimensions of the affective domain, the vocabulary for values, attitudes and beliefs is often used inter-changeably, again accentuating the complexity of this field. Over the last 15 years there has been a sustained and focused program of research across a range of countries that centred on values in mathematics education.

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