Affect and Mathematics Education

Produktbeschreibung

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. 

Inhaltsverzeichnis

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 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

4.4mentary 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

5.5mentary to the section 5 (Einat Heyd-Metzuyanim)

6. Conclusions and looking ahead (editors)