Overview

This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.

Full Product Details

Author:   Markku S. Hannula ,  Gilah C. Leder ,  Francesca Morselli ,  Maike Vollstedt
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
Edition:   1st ed. 2019
Weight:   0.688kg
ISBN:  

9783030137632

ISBN 10:   3030137635
Pages:   437
Publication Date:   14 August 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

"1.      Introduction (editors)2.      Overview 2.1  Leder, Gilah: MATHEMATICS-RELATED BELIEFS AND AFFECT – WITH A SPECIAL EMPHASIS ON GENDER: AN OVERVIEW               3.      Interest, motivation & values 3.1.Achmetli, Kay; Schukajlow, Stanislaw: Multiple solutions, The Experience of Competence, and Interest 3.2. Dobie, Tracy Elyse: INTERDEPENDENT VALUES AND PERCEPTIONS OF THE USEFULNESS OF MATHEMATICS AMONG MIDDLE SCHOOL STUDENTS 3.3. Middleton, James A; Mangu, Daniel; Lee, Andrew: A LONGITUDINAL STUDY OF MATHEMATICS AND SCIENCE MOTIVATION PATTERNS FOR STEM-INTENDING HIGH SCHOOLERS IN THE US 3.4. Bofah, Emmanuel Adu-tutu; Hannula, Markku S.: Perceived Social Support Network and Achievement in an African context: Mediation by motivational beliefs and moderation by gender [still under review] 3.5. Vollstedt, Maike; Duchhardt, Christoph: Assessment and Structure of Secondary Students’ Personal Meaning Related to Mathematics 3.6. Wilkie, Karina Joyce: Middle school boys’ and girls’ own expressions of aspirations for their mathematics learning 3.7.Zonnefeld, Valorie Lynn: IMPLICATIONS OF TRAINING IN INCREMENTAL THEORIES OF INTELLIGENCE FOR UNDERGRADUATE STATISTICS STUDENTS) [still under review] 3.8. Commentary to the section 3 (Wee Tiong Seah)           4. Engagement & flow 4.1.De Simone, Marina: ""THE INTERTWINEMENT OF RATIONALITY AND EMOTIONS IN THE MATHEMATICS TEACHING: A CASE STUDY"" 4.2. Khalil, Deena; Lake, Elizabeth; Johnson, Ayanna: Teachers’ Classroom Engagement Structures: A Comparative Study of A Novice US and Experienced UK Mathematics Teacher 4.3. Montoro Medina, Ana Belén; Gil Cuadra[GL1] , Francisco: Exploring flow in pre-service primary teachers doing measurement tasks 4.4.Commentary to the section 4 (Peter Liljedahl) 5.      Identity 5.1.Branchetti, Laura & Morselli, Francesca: THE INTERPLAY OF RATIONALITY AND IDENTITY IN A MATHEMATICAL GROUP WORK 5.2.(Ralf Erens & Andreas Eichler: BELIEF CHANGES: THE TEACHING SOCIALISATION OF CALCULUS TEACHERS) 5.3.Felix, Clyde Benedict Aurelius: The struggle for recognition and the professional identities of mathematics teachers 5.4.Karaolis, Andreas; Philippou, George: TEACHERS’ PROFESSIONAL IDENTITY 5.5.Commentary to the section 5 (Einat Heyd-Metzuyanim) 6.      Conclusions and looking ahead (editors)"

Reviews

This monograph is a great resource for those math educators who wish to have a background in the interaction of affect and mathematics education. ... We need this research to continue not only for the future of our students but also for us as teachers to pass the affect, emotion, motivation, and love of mathematics to future generations. (Peter Olszewski, MAA Reviews, November 9, 2019)

“This monograph is a great resource for those math educators who wish to have a background in the interaction of affect and mathematics education. … We need this research to continue not only for the future of our students but also for us as teachers to pass the affect, emotion, motivation, and love of mathematics to future generations.” (Peter Olszewski, MAA Reviews, November 9, 2019)

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