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020 _a9783030505264
024 7 _a10.1007/978-3-030-50526-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
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082 0 4 _a370
_223
245 1 0 _aTheorizing and Measuring Affect in Mathematics Teaching and Learning
_h[electronic resource] :
_bInsights from the 25th International Conference on Mathematical Views /
_cedited by Chiara Andrà, Domenico Brunetto, Francesca Martignone.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXX, 262 p. 33 illus., 20 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPart 1: theorising and measuring affect -- Introduction to the work of MAVI 25; Chiara Andrà and Francesca Martignone -- Collective chapter C; Maike Vollstedt, Ralf Erens, Andreas Eichler, and Vesife Hatisaru -- Collective chapter B; Andrea Maffia, Jens-Oliver Krummenauer, and Boris Girnat -- Part 2: understanding students’ beliefs; Understanding beliefs, capturing beliefs and changing beliefs: theory and methods; Guenter Toerner, Andreas Eichler and Ralf Erens -- Comparing and contrasting personal meaning and value; Neruja Suriakuraman, Maike Vollstedt & Markku S. Hannula -- “[he] Has impaired vision due to overworking”: students’ views about mathematicians; Vesife Hatisaru -- Pupils’ beliefs about mathematical content thinking represented in photos from everyday life all over the world; Sabrina Blum -- How to design an activity that influences middle school students’ beliefs about mathematics as a discipline; Maria Kirstine Oestergaard -- Part 3: teachers’ beliefs -- Introduction to teachers’ beliefs and change; Chiara Andrà and Domenico Brunetto -- How large scale tests impact on teacher practice: an exploratory study on teachers’ attitudes; Federica Ferretti, Slivia Funghi and Francesca Martignone -- A clustering method for multiple-answer questions on pre-service primary teachers’ views of mathematics; Federica Ferretti, Alice Lemmo, Andrea Maffia, Simone Rossi Tisbeni -- Primary school teachers’ awareness of Learning opportunities related to statistical variation; Jens Oliver Krummenauer and Sebastian Kuntze -- Beliefs of teachers concerning teaching and learning with Digital technology in upper secondary level in mathematics; Joyce Peters-Dasdemir and Barbel Barzel -- Professional development of teacher educators, strategies for spreading innovations and connected beliefs; Ralf Erens -- Part 4: a focus on transition(s) -- Introduction on transition issues; Chiara Andrà -- A multidimensional model of mathematics self-efficacy to analyse first-year students’ mathematical self-assessment, performance, and beliefs change; Boris Girnat -- Does the relationship between mathematics achievement and students’ self-concept change from primary to secondary school?; Elisa Caponera, Laura Palmerio, Stefania Pozio -- A massive phenomenon from a qualitative perspective; commentary by Francesca Gregorio -- A non-affective perspective; commentary by Francesca Martignone and Pier Luigi Ferrari -- The perspective of a tutor (and a teacher); commentary by Paola Landra -- Anonymous or not?; commentary by Chiara Andrà, Domenico Brunetto and Alessia Pini -- Part 5: cultural and multicultural perspectives -- Collective chapter A; Stefania Pozio, Maria Kirstine Østergaard, Sabrina Blum and Federica Ferretti -- Invited chapter on cultural beliefs; Silvia Funghi -- Experiences of empowerment in mathematics; Chiara Andrà and Domenico Brunetto. .
520 _aThis book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.
650 0 _aMathematics—Study and teaching .
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation—Curricula.
650 1 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aCurriculum Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
700 1 _aAndrà, Chiara.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aBrunetto, Domenico.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aMartignone, Francesca.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030505257
776 0 8 _iPrinted edition:
_z9783030505271
776 0 8 _iPrinted edition:
_z9783030505288
856 4 0 _uhttps://doi.org/10.1007/978-3-030-50526-4
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