Prospective Primary Teachers’ Identity in Mathematics

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Duration
December 2021 - December 2022

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In collaboration with
Eleni Vasilaki, University of Crete, Greece
Manolis Dafermos, University of Crete, Greece

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Description
The project aimed to record and systematically classify: (a) the emotionally charged events that contribute to the development of the identity of future primary teachers in relation to Mathematics and (b) the emotional and cognitive interactions of the future teachers with these events. The study was conducted in two separate strands; the first was framed by Cognitive Appraisal Theories and the SPAARS model, whereas the second adopted a Cultural-historical Theory approach.

Publications

The Development of Mathematics Anxiety as a Process of Appraisal

Eleni Vasilaki, Marinos Anastasakis

Psychology: The Journal of the Hellenic Psychological Society, vol. 31(1), 2026, pp. 229–250

Moving Beyond the Theory-Practice Dichotomy: Putting Student Teachers’ Development at the Centre of Teacher Education

Marinos Anastasakis, Manolis Dafermos

Imagining Possible Futures of Teaching and Learning, Regional ISATT24 Conference, Volos, Greece, 2024, pp. 128-131

Exploring Paradoxes in the Development of Mathematical Thinking: a Cultural-historical Perspective

Marinos Anastasakis, Manolis Dafermos

Cultural-Historical Psychology, vol. 19(4), 2023 Dec, pp. 46-55

A Qualitative Multiple Case Study of an Integrated Cognitive Model of Emotion Generation

Eleni Vasilaki, Marinos Anastasakis

Journal of Education and Human Development, vol. 12(1), 2023 Jun, pp. 34-50