LEADER 07135nam 22007335 450 001 9910255100503321 005 20200702054526.0 010 $a3-319-49232-2 024 7 $a10.1007/978-3-319-49232-2 035 $a(CKB)3710000001307183 035 $a(DE-He213)978-3-319-49232-2 035 $a(MiAaPQ)EBC4855644 035 $a(EXLCZ)993710000001307183 100 $a20170504d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching and Learning in Maths Classrooms $eEmerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction /$fedited by Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017. 215 $a1 online resource (XXIII, 292 p. 13 illus., 4 illus. in color.) 225 1 $aResearch in Mathematics Education,$x2570-4729 311 $a3-319-49231-4 320 $aIncludes bibliographical references. 327 $a1 Teaching and learning in math classrooms -- 2 Foreword -- 3 Introduction -- Part I Classroom practices: explanation, problem-solving, patterning, decision-making, drawings and games ? 4 Prospective primary teachers? beliefs regarding the roles of explanations in the classroom -- 5 Defining, drawing, and continuing repeating patterns: Preschool teachers? self-efficacy and knowledge. - 6 Primary school students? images of problem solving in mathematics -- 7 Secondary school mathematics teachers? conceptions on data-based decision-making: Insights from four Japanese cases -- 8 Teachers? activities during a mathematics lesson as seen in third graders? drawings- 9 Serious frivolity: exploring play in UK secondary mathematics classrooms -- Part II Teachers? beliefs, changing beliefs and the role of the environment -- 10 In-service math teachers? autobiographical narratives: the role of metaphors -- 11 A contribution to the relation between teachers? professed and enacted beliefs -- 12 Raising attainment: What might we learn from teachers? beliefs about their best and worst mathematics students? -- 13 Numeracy task design: A case of changing mathematics teaching practice -- 14 Math lessons: from flipped to amalgamated, from teacher- to learner-centered -- 15 Emotional expressions as a window to processes of change in a mathematics classroom?s culture -- 16 Mathematics teachers? conceptions of the classroom environment -- Part III Understanding the undercurrents: tensions, inconsistencies and the social turn -- 17 Teacher tensions: the case of Naomi -- 18 Towards inconsistencies of parents? beliefs about teaching and learning mathematics -- 19 Evoking the feeling of uncertainty for enhancing conceptual knowledge -- 20 Criteria for identifying students as exceptional in a mathematical camp for ?gifted? students -- 21 Identity and rationality in classroom discussion: developing and testing an analytical toolkit -- 22 Developing an analyzing tool for dynamic mathematics-related student interaction regarding affect, cognition and participation -- Part IV Emerging themes in affect-related research: engagement, fear, perfectionism ...and assessment -- 23 Motivating desires for classroom engagement in the learning of mathematics -- 24 What are students afraid of when they say they are afraid of mathematics? -- 25 What is perfectionism in mathematical task solving? -- 26 Gender differences concerning pupils? beliefs on teaching methods and mathematical worldviews at lower secondary schools -- 27 ?Every time I fell down (made a mistake), I could get up (correct)?: affective factors in formative assessment practices with classroom connected technologies -- 28 Teachers? affect towards the external standardised assessment of students? mathematical competencies -- 29 Conclusion. 330 $aThe book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers? views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers? professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book?s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies.  The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area. 410 0$aResearch in Mathematics Education,$x2570-4729 606 $aMathematics?Study and teaching  606 $aTeaching 606 $aCognitive psychology 606 $aPersonality 606 $aSocial psychology 606 $aSociology 606 $aEducational technology 606 $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aCognitive Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20060 606 $aPersonality and Social Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20050 606 $aKnowledge - Discourse$3https://scigraph.springernature.com/ontologies/product-market-codes/X22120 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 615 0$aMathematics?Study and teaching . 615 0$aTeaching. 615 0$aCognitive psychology. 615 0$aPersonality. 615 0$aSocial psychology. 615 0$aSociology. 615 0$aEducational technology. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aCognitive Psychology. 615 24$aPersonality and Social Psychology. 615 24$aKnowledge - Discourse. 615 24$aEducational Technology. 676 $a370 702 $aAndrà$b Chiara$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBrunetto$b Domenico$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aLevenson$b Esther$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aLiljedahl$b Peter$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910255100503321 996 $aTeaching and Learning in Maths Classrooms$92537931 997 $aUNINA