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Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / / edited by Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl
| Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / / edited by Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XXIII, 292 p. 13 illus., 4 illus. in color.) |
| Disciplina | 370 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Teaching Cognitive psychology Personality Social psychology Sociology Educational technology Mathematics Education Teaching and Teacher Education Cognitive Psychology Personality and Social Psychology Knowledge - Discourse Educational Technology |
| ISBN | 3-319-49232-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 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. |
| Record Nr. | UNINA-9910255100503321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Theorizing and measuring affect in mathematics teaching and learning : insights from the 25th international conference on mathematical views / / Chiara Andrà, Domenico Brunetto and Francesca Martignone (Editors)
| Theorizing and measuring affect in mathematics teaching and learning : insights from the 25th international conference on mathematical views / / Chiara Andrà, Domenico Brunetto and Francesca Martignone (Editors) |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (XX, 262 p. 33 illus., 20 illus. in color.) |
| Disciplina | 372.7 |
| Soggetto topico |
Mathematics - Study and teaching
Learning Education - Curricula |
| ISBN | 3-030-50526-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: theorising and measuring affect -- Introduction to the work of MAVI 25; Chiara Andrà and Francesca Martignone -- Collective chapter C; Maike Vollstedt, Ralf Erens, Andreas Eichler, and Vesife Hatisaru -- Collective chapter B; Andrea Maffia, Jens-Oliver Krummenauer, and Boris Girnat -- Part 2: understanding students’ beliefs; Understanding beliefs, capturing beliefs and changing beliefs: theory and methods; Guenter Toerner, Andreas Eichler and Ralf Erens -- Comparing and contrasting personal meaning and value; Neruja Suriakuraman, Maike Vollstedt & Markku S. Hannula -- “[he] Has impaired vision due to overworking”: students’ views about mathematicians; Vesife Hatisaru -- Pupils’ beliefs about mathematical content thinking represented in photos from everyday life all over the world; Sabrina Blum -- How to design an activity that influences middle school students’ beliefs about mathematics as a discipline; Maria Kirstine Oestergaard -- Part 3: teachers’ beliefs -- Introduction to teachers’ beliefs and change; Chiara Andrà and Domenico Brunetto -- How large scale tests impact on teacher practice: an exploratory study on teachers’ attitudes; Federica Ferretti, Slivia Funghi and Francesca Martignone -- A clustering method for multiple-answer questions on pre-service primary teachers’ views of mathematics; Federica Ferretti, Alice Lemmo, Andrea Maffia, Simone Rossi Tisbeni -- Primary school teachers’ awareness of Learning opportunities related to statistical variation; Jens Oliver Krummenauer and Sebastian Kuntze -- Beliefs of teachers concerning teaching and learning with Digital technology in upper secondary level in mathematics; Joyce Peters-Dasdemir and Barbel Barzel -- Professional development of teacher educators, strategies for spreading innovations and connected beliefs; Ralf Erens -- Part 4: a focus on transition(s) -- Introduction on transition issues; Chiara Andrà -- A multidimensional model of mathematics self-efficacy to analyse first-year students’ mathematical self-assessment, performance, and beliefs change; Boris Girnat -- Does the relationship between mathematics achievement and students’ self-concept change from primary to secondary school?; Elisa Caponera, Laura Palmerio, Stefania Pozio -- A massive phenomenon from a qualitative perspective; commentary by Francesca Gregorio -- A non-affective perspective; commentary by Francesca Martignone and Pier Luigi Ferrari -- The perspective of a tutor (and a teacher); commentary by Paola Landra -- Anonymous or not?; commentary by Chiara Andrà, Domenico Brunetto and Alessia Pini -- Part 5: cultural and multicultural perspectives -- Collective chapter A; Stefania Pozio, Maria Kirstine Østergaard, Sabrina Blum and Federica Ferretti -- Invited chapter on cultural beliefs; Silvia Funghi -- Experiences of empowerment in mathematics; Chiara Andrà and Domenico Brunetto. . |
| Record Nr. | UNINA-9910468226203321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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