Learning is always accompanied by feelings and motivational, volitional and other affective processes that—at first sight—have only little to do with the construction of knowledge structures and students’ achievement. This may be the reason why research in mathematics education was clearly focused on the content material until the 1970s. A limited amount of work in the affective area addressed selected attitudes towards mathematics and the emotion anxiety
(cf. Zan, Brown, Evans, & Hannula, 2006).