Affects are intuitively accepted as having a role in the key stages that determine success in problem-solving (PS) and problem-posing (PP). Two disjoint groups of prospective mathematics teachers with similar background and competences have been exposed to PS and PP activities, respectively, and they had to describe their affective states during…

Affect and mathematical competence are each multifaceted constructs. Accordingly, the studies in this Special Issue address multiple pathways between the two in young children. This commentary highlights the variability of these pathways and asks how affective variables are specifically related to core mathematical activities such as problem…

A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students' learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and…