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This work aims to know the perception that the students of the Degree in Primary Education of a state university had on the virtual implementation of a series of practical activities during the confinement caused by the COVID-19, regarding the acquisition of the competences in their mathematical-statistical training. Using a descriptive quantitative design with the application of a Likert scale survey, the results reflect that the participating students considered that this type of activities help to achieve the objectives of the didactic content and associated competences, and that they would use these activities in the future as teaching professionals. [ABSTRACT FROM AUTHOR]

Drawing upon the Control Value Theory of Achievement Emotions (CVTAE), this study tests the assumption that antecedents of learning-related emotions (LREs) change over the duration of a mathematics and statistics course. Our study focused on academic control as an antecedent of LREs. We investigated enjoyment (the positive emotion) and three negative LREs: anxiety, boredom and hopelessness. Using a repeated measures design for first year university students ( N = 908), we found that academic control and the levels of LREs remain, on average, stable over the duration of the course. Second, changes in academic control were positively related to changes in the positive emotion enjoyment, and negatively related to changes in the three negative emotions. These findings offer evidence to confirm the CVTAE change–change assumption that changes in control appraisals go together with changes in positive, as well as negative, LREs. [ABSTRACT FROM AUTHOR]

The purpose of this research project was to assist lead teachers to define, analyse, and refine their relationship with professional learning and development through the metaphor of a jacket. Metaphor analysis was used to study 18 lead teachers' from six New Zealand schools co-constructed written metaphors. One major finding was the significant number of metaphors that conceptualised a disadvantageous relationship between teachers and their professional learning and development. An implication of that finding is the need to make explicit and address possible negative dispositions teachers may hold toward their professional learning and development. [ABSTRACT FROM AUTHOR]