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From beliefs to dynamic affect systems in mathematics education

Birgit Pepin and Bettina Roesken-Winter, editors
Publisher: 
Springer
Publication Date: 
2014
Number of Pages: 
407
Format: 
Hardcover
Series: 
Advances in Mathematics Education
Price: 
129.00
ISBN: 
9783319068077
Category: 
Anthology
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Gilah Leder: Preface: From ‘hidden variable’ to ‘dynamic systems’ in affect research: reviewing the developments in belief and affect research.- Introduction: the editors.- Section 1: Theoretical lenses in affect research.- Jeppe Skott: Towards a participatory approach to affect in mathematics education.- Luis Radford: Of Love, Frustration, and Mathematics: A Cultural-Historical Approach to Emotions in Mathematics Teaching and Learning.- Pietro Di Martino & Rosetta Zan: The construct of attitude in mathematics education.- Bettina Roesken-Winter & Katrin Rolka: Beliefs and their crucial role in mathematics education.- George N. Philippou & Marilena Pantziara: Developments in mathematics teachers’ efficacy beliefs.- Reaction to section 1: David Clarke.- Section 2: Relevance in the field - affective systems of individuals and ‘collectives’.- Fien Depaepe, Erik De Corte & Lieven Verschaffel: Students’ non-realistic mathematical modeling as a drawback of teachers’ beliefs about and approaches to word problem solving.- Liping Ding, Birgit Pepin & Keith Jones: Students’ attitudes towards mathematics across different lower secondary schools in Shanghai.- Andreas Eichler & Ralf Erens : Domain-specific belief systems of (secondary) mathematics teachers.- Inés M. Gómez-Chacón: Meta-emotion and mathematical modelling processes in computerized environments.- Sigrid Blömeke & Gabriele Kaiser: Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective.- H. Forgasz, G. Leder, D. Mittelberg, H. Tan & A. Murimo): Affect and gender.- Reaction to section 2: Markku S. Hannula.- Section 3: Methodological issues in affect research.- Qien Chen & Frederick K.S. Leung: Analyzing Data and Drawing Conclusion on Teachers’ Beliefs.- Sebastian Kuntz & Anika Dreher: PCK and the awareness of affective aspects reflected in teachers’ views about learning opportunities – a conflict?-Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach & Ruthi Barkai: Pre-school teachers’ knowledge and self-efficacy needed for teaching mathematics: Are they related?- Chiara Andra: Title: A specific language towards a new conceptual framework for networking methodologies in the field of affect.- Emmanuel Adu-tutu Bofah & Markku S. Hannula: Title: Studying the factorial structure of Ghanaian twelfth-grade students’ views on mathematics.- Reaction to section 3: Kenneth Ruthven.- Conclusions/closing reaction: A. H. Schoenfeld.

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