Vol. 13 No. 2 (2024): Monograph: From MAVI to EdMa06: an ‘affective’ look at early mathematics education

This issue of EdMa06, corresponding to December 2024, represents a qualitative leap in the journal's still short history, as it establishes its first international collaboration, and does so through a monograph that focuses on issues closely linked to the affective plane, without ever losing sight of the objectives and spirit of the journal itself. Thus, the present issue is essentially composed of a selection of articles by members of the MAVI (Mathematical Views) community whose main results were discussed during its 28th Conference, held in Gijón in 2022, and which deserved to see the light of day and be properly disseminated. The articles cover relevant and complex issues such as the professional identity of teachers in multilingual environments, the views of teachers in initial training on mathematics education, teachers‘ beliefs about assessment through large-scale standardised tests, teachers’ and students' beliefs about the assessment of argumentative competence and problem solving by students with Asperger's syndrome through a proposal that pays attention to both cognitive and emotional aspects. The recognition of the growing importance that affects are acquiring in the field of mathematics education at all levels of education, including teacher training, together with the need to establish links with the international community to address problems whose dimension knows no borders, have encouraged the editorial team of EdMa06 to take this step which, we hope, will be to the liking of its readers. The issue is completed and complemented by the excellent article by Osmar Vera and Carmen Batanero on the probabilistic language of prospective Early Childhood Education teachers.