LEADER 04277nam 22007695 450 001 9910160767403321 005 20250628110052.0 010 $a9783319328119 010 $a3319328115 024 7 $a10.1007/978-3-319-32811-9 035 $a(CKB)3710000000735032 035 $a(DE-He213)978-3-319-32811-9 035 $a(MiAaPQ)EBC5586517 035 $a(Au-PeEL)EBL5586517 035 $a(OCoLC)953142744 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/30184 035 $a(ScCtBLL)7481b9ed-5ddd-4d51-b020-6436f7bb7d13 035 $a(OCoLC)1163811454 035 $a(Perlego)2338158 035 $a(ODN)ODN0010067129 035 $a(oapen)doab30184 035 $a(EXLCZ)993710000000735032 100 $a20160614d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAttitudes, Beliefs, Motivation and Identity in Mathematics Education $eAn Overview of the Field and Future Directions /$fby 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 Goldin 205 $a1st ed. 2016. 210 $d2016 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (VII, 35 p. 2 illus.) 225 1 $aICME-13 Topical Surveys,$x2366-5955 311 08$a9783319328102 311 08$a3319328107 327 $aIntroduction -- Attitude -- Students? Self-efficacy Beliefs -- Teachers? beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect. 330 $aThis book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories. 410 0$aICME-13 Topical Surveys,$x2366-5955 606 $aMathematics$xStudy and teaching 606 $aEducational psychology 606 $aMathematics Education 606 $aEducational Psychology 615 0$aMathematics$xStudy and teaching. 615 0$aEducational psychology. 615 14$aMathematics Education. 615 24$aEducational Psychology. 676 $a370 686 $aEDU009000$aEDU029010$2bisacsh 700 $aHannula$b Markku S$4aut$4http://id.loc.gov/vocabulary/relators/aut$0993832 702 $aDi Martino$b Pietro$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aPantziara$b Marilena$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aZhang$b Qiaoping$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aMorselli$b Francesca$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aHeyd-Metzuyanim$b Einat$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aLutovac$b Sonja$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aKaasila$b Raimo$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aMiddleton$b James A$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aJansen$b Amanda$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aGoldin$b Gerald A$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910160767403321 996 $aAttitudes, Beliefs, Motivation and Identity in Mathematics Education$92275555 997 $aUNINA