Abstract
Research on mathematics-related affect is varied in theories and concepts. Here, we record the state-of-art in this research through short sections from leading experts in different areas. We describe the historical development of the concept of attitude and different ways it is defined. Research on students’ self-efficacy beliefs in mathematics is summarized. There is reflection on the dialectic relationship between teachers’ beliefs and practice as well as on how their beliefs change. One section records the emerging research on students’ and teachers’ mathematical identities over the last two decades. Finally, mathematical motivation is elaborated from the perspectives of engagement structures, social behaviors, and the relationship between individual factors and social norms.
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