LEADER 04249nam 2200541Ia 450 001 9910959913603321 005 20251116150302.0 010 $a0-306-47958-3 024 7 $a10.1007/0-306-47958-3 035 $a(CKB)1000000000024342 035 $a(DE-He213)978-0-306-47958-8 035 $a(Au-PeEL)EBL197596 035 $a(OCoLC)808024160 035 $a(MiAaPQ)EBC3036025 035 $a(MiAaPQ)EBC197596 035 $a(EXLCZ)991000000000024342 100 $a20021119d2002 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aBeliefs $ea hidden variable in mathematics education? /$fedited by Gilah C. Leder, Erkki Pehkonen, and Gunter Torner 205 $a1st ed. 210 $aBoston $cKluwer Academic Publishers$d2002 215 $a1 online resource (XIX, 364 p.) 225 1 $aMathematics education library ;$vv. 31 311 08$a1-4020-1057-5 320 $aIncludes bibliographical references and index. 327 $aSetting the Scene -- Beliefs: Conceptualization and Measurement -- Framing Students? Mathematics-Related Beliefs -- Rethinking Characterizations of Beliefs -- Affect, Meta-Affect, and Mathematical Belief Structures -- Mathematical Beliefs ? A Search for a Common Ground: Some Theoretical Considerations on Structuring Beliefs, Some Research Questions, and Some Phenomenological Observations -- Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach -- Synthesis ? Beliefs and Mathematics Education: Implications for Learning, Teaching, and Research -- Teawchers? Beliefs -- Mathematics Teacher Change and Developments -- Mathematics Teachers? Beliefs and Experiences with Innovative Curriculum Materials -- A Four Year Follow-Up Study of Teachers? Beliefs After Participating in a Teacher Enhancement Project -- Belief Structure and Inservice High School Mathematics Teacher Growth -- Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs -- A Study of the Mathematics Teaching Efficacy Beliefs of Primary Teachers -- Situating Research on Mathematics Teachers? Beliefs and on Change -- Students? Beliefs -- Beliefs About Mathematics and Mathematics Learning in the Secondary School: Measurement and Implications for Motivation -- ?The Answer is Really 4.5?: Beliefs About Word Problems -- Beliefs About the Nature of Mathematics in the Bridging of Everyday and School Mathematical Practices -- Beliefs and Norms in the Mathematics Classroom -- Intuitive Beliefs, Formal Definitions and Undefined Operations: Cases of Division by Zero -- Implications of Research on Students? Beliefs for Classroom Practice. 330 $aThe twenty chapters in this book all focus on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The book is divided into three, partly overlapping, sections. The first concentrates on conceptualizations and measurement of beliefs, the second on research about teachers' beliefs, and the third on facets of students' beliefs about mathematics. A diversity of instruments is used for data collection, including surveys, interviews, observations, and essay writing, as well as more innovative approaches. The volume is intended for researchers in the fleld, as well as for mathematics educators teaching the next generation of students. The book is also useful for those working in other subject disciplines, since many of the themes explored have relevance well beyond mathematics education. 410 0$aMathematics education library ;$vv. 31. 606 $aMathematics$xStudy and teaching 606 $aBelief and doubt 615 0$aMathematics$xStudy and teaching. 615 0$aBelief and doubt. 676 $a510/.71 701 $aLeder$b Gilah C$01794454 701 $aPehkonen$b Erkki$0454837 701 $aTo?rner$b Gu?nter$f1947-$0736306 712 02$aSpringerLink (Online service) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959913603321 996 $aBeliefs$94534164 997 $aUNINA