04277nam 22007695 450 991016076740332120250628110052.09783319328119331932811510.1007/978-3-319-32811-9(CKB)3710000000735032(DE-He213)978-3-319-32811-9(MiAaPQ)EBC5586517(Au-PeEL)EBL5586517(OCoLC)953142744(oapen)https://directory.doabooks.org/handle/20.500.12854/30184(ScCtBLL)7481b9ed-5ddd-4d51-b020-6436f7bb7d13(OCoLC)1163811454(Perlego)2338158(ODN)ODN0010067129(oapen)doab30184(EXLCZ)99371000000073503220160614d2016 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierAttitudes, Beliefs, Motivation and Identity in Mathematics Education An Overview of the Field and Future Directions /by Markku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen, Gerald A Goldin1st ed. 2016.2016Cham :Springer International Publishing :Imprint: Springer,2016.1 online resource (VII, 35 p. 2 illus.)ICME-13 Topical Surveys,2366-59559783319328102 3319328107 Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect.This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.ICME-13 Topical Surveys,2366-5955MathematicsStudy and teachingEducational psychologyMathematics EducationEducational PsychologyMathematicsStudy and teaching.Educational psychology.Mathematics Education.Educational Psychology.370EDU009000EDU029010bisacshHannula Markku Sauthttp://id.loc.gov/vocabulary/relators/aut993832Di Martino Pietroauthttp://id.loc.gov/vocabulary/relators/autPantziara Marilenaauthttp://id.loc.gov/vocabulary/relators/autZhang Qiaopingauthttp://id.loc.gov/vocabulary/relators/autMorselli Francescaauthttp://id.loc.gov/vocabulary/relators/autHeyd-Metzuyanim Einatauthttp://id.loc.gov/vocabulary/relators/autLutovac Sonjaauthttp://id.loc.gov/vocabulary/relators/autKaasila Raimoauthttp://id.loc.gov/vocabulary/relators/autMiddleton James Aauthttp://id.loc.gov/vocabulary/relators/autJansen Amandaauthttp://id.loc.gov/vocabulary/relators/autGoldin Gerald Aauthttp://id.loc.gov/vocabulary/relators/autMiAaPQMiAaPQMiAaPQBOOK9910160767403321Attitudes, Beliefs, Motivation and Identity in Mathematics Education2275555UNINA