Why Is There Not Enough Fuss About Affect and Meta-affect Among Mathematics Teachers?

The role of affect in the teaching and learning of mathematics is widely recognised by researchers in the field of mathematics education, and a plethora of literature has been published on the subject. However, the related issue of meta-affect has been addressed only minimally. This paper aims to increase awareness of its importance within the community of mathematics teachers and mathematics teacher trainers. More specifically, it suggests how a meta-affective approach may be usefully adopted by mathematics teachers in the classroom as well to catalyse the personal and professional growth of current or future mathematics teachersI