31st International Mathematical Views Conference

About the Conference

There are two main aims of the conference. The first aim is to share research on affect-related topics within mathematics education such as attitudes, beliefs, emotions, identity, interest, meaning, motivation, values, well-being and similar matters. You can share theoretical and/or empirical research, and we welcome contributions regarding learning, teaching, or applying mathematics at any educational level or within the workplace. The second aim of the conference is to engage in extensive academic discussions on the topics presented. Thus, it is at the heart of the MAVI spirit that there will be ample time for these in-depth discussions.

Registration to MAVI

Registration is open until August 18, 2025

Submission of Papers

All submitted papers should explicitly address mathematics-related attitudes, beliefs, emotions, identity, interest, meaning, motivation, values, etc.
For your paper, please use the template below.

The papers must be submitted before June 6, 2025. (if an extension is needed, please email andreas.ebbelind@lnu.se). The submission process will be described later.

Submit your paper at https://journals.helsinki.fi/lumatb. The filename must begin with MAVI31. By submitting a paper to the conference, you agree to review two papers submitted by other colleagues. The time for doing the reviews is between June 10 to June 30, 2025.

The first peer review process is not blind. Reviewer guidelines will be provided on the conference website. Results will be announced by July, 2025.

MAVI is an inclusive conference; however, one is not guaranteed to be published in the proceedings. 

Proceedings will be published in Lumat B: https://journals.helsinki.fi/lumatb

Template: maximum 4500 words (without references) 

Keynote

Jeppe Skott

A critical reflection on research on beliefs and identities in (mathematics) education: Reconsidering the locus of affect

Abstract: Scholarship in (mathematics) education locates different aspects of affect differently. While beliefs are generally conceived of as affective-cognitive constructs placed within the individual, professional identities are more often located in social or cultural worlds or in dynamic relations between individuals and such broader contexts. While this is not necessarily a problem, it does point to theoretical tensions with significant methodological implications. In this theoretical essay, I discuss developments in research on mathematics teachers’ beliefs and identities over the last few decades with special emphasis on where the two key constructs are located, within or beyond the individual. In the process, I refer to other educational scholarship to suggest ways in which the tensions may be addressed by foregrounding social interpretations of human functioning. 

Jodie Hunter 

Weaving our knowledge together: Connecting culture, affect, and classroom practice. 

An ongoing issue in many countries is the under-representation of diverse groups of people including Indigenous, migrant, and other marginalised communities in mathematics in both higher education and employment. Evidence from a range of studies highlights a key barrier for diverse learners in education is that their culturally embedded ways of knowing and being are misaligned with what is privileged in schooling practices. Instead, mathematics and mathematics teaching has been presented as ‘culturally neutral’ or ‘culture-free’. Rogoff and colleagues argue instead for strength-based approaches in education to both characterise human cognitive and social processes as well as develop effective educational and social practices. Using this theoretical framework, I will draw on data collected from a large scale and longitudinal study from Aotearoa New Zealand to highlight how teachers can develop equitable outcomes by drawing on strength-based approaches that connect culture, affect, and classroom practice. I argue that a shift to understanding and honouring different knowledge systems and ways of being provides opportunities for students to learn mathematics in ways that support mathematical achievement as well as the development of strong mathematical dispositions and identities.

Link to Professor Jodie Hunter

Organising Group

Chair: Senior Lecturer, Andreas Ebbelind (Växjö) 
Local: Professor, Hanna Palmer (Växjö) 
Local: PhD student, Anna Bengtsson (Växjö) 
International: Associate Professor, Sonja Lutovac (Oulu) 
International: Associate Professor, Tracy Helliwell (Bristol) 
Mavi Board: Senior Lecturer, Ralf Erens