International Electronic Journal of Mathematics Education

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• Castillo-Garsow, C. (2012). Continuous quantitative reasoning. In R. L. Mayes, & L. Hatfield (Eds.), Quantitative reasoning and mathematical modelling: A driver for STEM integrated education and teacher in context (pp. 55-73). University of Wyoming.
• Di Martino, P., Gómez-Chacón, I. M., Liljehal, P., Pantziara, M., & Schukajlow, S. (2017). Introduction to the papers of TWG 08: Affect and mathematical thinking. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the 10^th Congress of the European Society for Research in Mathematics Education (pp. 1038-1041). DCU Institute of Education.
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• Frank, K., & Thompson, P. W. (2021). School students’ preparation for calculus in the United States. ZDM–Mathematics Education, 53(3), 549-562. https://doi.org/10.1007/s11858-021-01231-8
• Frenzel, A. C., Daniels, L., & Buric, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520.2021.1985501
• Kontas, H. (2016). The effect of manipulatives on mathematics achievement and attitudes of secondary school students. Journal of Education and Learning, 5(3), 10-20. https://doi.org/10.5539/jel.v5n3p10
• Lewis, G. (2013). Emotion and disaffection with school mathematics. Research in Mathematics Education, 15(1), 70-86. https://doi.org/10.1080/14794802.2012.756636
• Lichtenfeld, S., Pekrun, R., Marsh, H. W., Nett, U. E., & Reiss, K. (2022). Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering. Journal of Educational Psychology. https://doi.org/10.1037/edu0000748
• Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53(1), 109-119. https://doi.org/10.1016/j.learninstruc.2017.07.011
• Martínez-Sierra, G., & García-González, M. (2014). High school students’ emotional experiences in mathematics classes. Research in Mathematics Education, 16(3), 234-250. https://doi.org/10.1080/1479802.2014.895676
• Martínez-Sierra, G., & García-González, M. (2016). Undergraduate mathematics students’ emotional experiences in linear algebra. Educational Studies in Mathematics, 9(1), 87-106. https://dio.org/10.1007/s10649-015-9634-y
• Middleton, J., Jansen, A., & Goldin, G. A. (2018). The complexities of mathematical engagement: Motivation, affect, and social interactions. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 680-712). National Council of Teachers of Mathematics.
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• Muis, K. R., Chevrier, M., & Singh, C. A. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53(3), 165-184. https://doi.org/10.1080/00461520.2017.1421465
• Nava Guzmán, C., García González, M. S., & Aguilar, M. S. (2021). El afecto y el razonamiento covariacional: una reflexión sobre la importancia de su estudio [Affect and covariational reasoning: A reflection on the importance of its study]. Revista Educación, 45(2), 1-12. https://doi.org/10.15517/revedu.v45i1.40993
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• Panero, M., Di Martino, P., Castelli, L., & Sbaragli, S. (2020). The evolution of preservice primary school teachers’ attitudes towards mathematics and its teaching. Didattica Della Matematica. Dalla Ricerca Alle Pratiche D’aula [Mathematics Education. From Research to Classroom Practices], 8(2), 48-77. https://www.doi.org/10.33683/ddm.20.8.3
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
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• Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: First steps towards a conceptual framework. ZDM-Mathematics Education, 40(1), 165-178. https://doi.org/10.1007/s11858-008-0086-z
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• Sonnert, G., Sadler, P. M., Sadler, S. M., & Bressoud, D. M. (2015). The impact of instructor pedagogy on college calculus students’ attitude toward mathematics. International Journal of Mathematical Education in Science and Technology, 46(3), 370-387. https://doi.org/10.1080/0020739X.2014.979898
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• Tapia, M., & Moldavan, C. (2007). Attitudes toward mathematics of precalculus and calculus students. Focus on Learning Problems in Mathematics, 29(1), 48-61.
• Thompson, P. W., & Carlson, P. M. (2018). Variation, covariation and functions: Foundational ways of thinking mathematically. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 421-456). National Council of Teachers of Mathematics.
• Wade, C., Sonnert, G., Sadler, P., Hazari, Z., & Watson, C. (2016). A comparison of mathematics teachers’ and professors’ views on secondary preparation for tertiary calculus. Journal of Mathematics Education at Teacher College, 7(1), 7-16. https://doi.org/10.7916/jmetc.v7i1.782

APA

Nava Guzmán, C., García González, M. D. S., & Aguilar, M. S. (2023). Connections between achievement emotions and covariational reasoning: The case of Valeria. International Electronic Journal of Mathematics Education, 18(3), em0740. https://doi.org/10.29333/iejme/13180

Vancouver

Nava Guzmán C, García González MDS, Aguilar MS. Connections between achievement emotions and covariational reasoning: The case of Valeria. INT ELECT J MATH ED. 2023;18(3):em0740. https://doi.org/10.29333/iejme/13180

AMA

Nava Guzmán C, García González MDS, Aguilar MS. Connections between achievement emotions and covariational reasoning: The case of Valeria. INT ELECT J MATH ED. 2023;18(3), em0740. https://doi.org/10.29333/iejme/13180

Chicago

Nava Guzmán, Cristian, María Del Socorro García González, and Mario Sánchez Aguilar. "Connections between achievement emotions and covariational reasoning: The case of Valeria". International Electronic Journal of Mathematics Education 2023 18 no. 3 (2023): em0740. https://doi.org/10.29333/iejme/13180

Harvard

Nava Guzmán, C., García González, M. D. S., and Aguilar, M. S. (2023). Connections between achievement emotions and covariational reasoning: The case of Valeria. International Electronic Journal of Mathematics Education, 18(3), em0740. https://doi.org/10.29333/iejme/13180

MLA

Nava Guzmán, Cristian et al. "Connections between achievement emotions and covariational reasoning: The case of Valeria". International Electronic Journal of Mathematics Education, vol. 18, no. 3, 2023, em0740. https://doi.org/10.29333/iejme/13180