## Abstract

The affective domain has been of interest to mathematics educators and researchers for many years. However, there has been a lack of clarity about the nature and make-up of the affective domain, and so in this chapter we begin by first discussing a conceptual background and framework of affect in relation to mathematics education. This is a contested space, and so we outline an understanding of mathematical affect as including beliefs, values, attitudes and emotions, and this will underpin the empirical and theoretical work reported in this book. The relationship between affect and mathematics and mathematics education is specifically discussed, to this end the concept of *mathematical identity* is posited as a way to include affective, cognitive and conative aspects of learning. Finally, all these aspects of learning mathematics are considered in the light of middle schooling and adolescent students.

### Keywords

- Mathematics education
- Affective domain
- Beliefs
- Attitudes
- Emotions

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## Notes

- 1.
It seems that in the literature the term ‘math anxiety’ has been widely accepted rather than ‘mathematics anxiety’ or the more common Australian expression, ‘maths anxiety’. This probably reflects the strong American base for this concept.

- 2.
Of course, this is a simplification, because students do not simply hold to a singular belief about mathematics.

- 3.
The work of Attard (2014) on promoting engagement in mathematical learning is helpful here.

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Grootenboer, P., Marshman, M. (2016). The Affective Domain, Mathematics, and Mathematics Education. In: Mathematics, Affect and Learning. Springer, Singapore. https://doi.org/10.1007/978-981-287-679-9_2

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