國立虎尾科技大學 |

Views and Beliefs in Mathematics Education = The Role of Beliefs in the Classroom /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Views and Beliefs in Mathematics Education/ edited by Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, Safrudiannur.
其他題名:	The Role of Beliefs in the Classroom /
其他作者:	Rott, Benjamin.
面頁冊數:	IX, 253 p. 25 illus., 8 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Mathematics—Study and teaching . -
電子資源:	https://doi.org/10.1007/978-3-030-01273-1
ISBN:	9783030012731

Views and Beliefs in Mathematics Education = The Role of Beliefs in the Classroom /
Views and Beliefs in Mathematics EducationThe Role of Beliefs in the Classroom /[electronic resource] :edited by Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, Safrudiannur. - 1st ed. 2018. - IX, 253 p. 25 illus., 8 illus. in color.online resource.

Chapter 1.Are researchers in educational theory free of beliefs – in contrast to students and teachers? – is there an overseen research problem or are there ‘blank spots’? -- Part I. Pupils’ and students’ views and beliefs of mathematics -- Chapter 2. Engagement in mathematics forums in a massive open online course (MOOC) -- chapter 3. Affect as a system: the case of Sara -- Chapter 4. The roles of teacher and parent attitudes and some student characteristics on confidence in learning mathematics -- Chapter 5. Valuing from children’s perspectives as a lens to understand mathematics learning: the case of Hong Kong -- Chapter 6. Value-focused thinking in the mathematics classroom: engaging students in decision-making through socially open-ended problem solving -- Chapter 7. Young students’ feelings towards problem solving tasks: what does “success” imply? -- Chapter 8. Beliefs and values in upper secondary school students’ mathematical reasoning -- Chapter 9. Attributional beliefs during problem solving -- Chapter 10. Evaluation of an approach of professional role reflection in mathematics education -- Chapter 11. It’s all about motivation? – a case study concerning dropout and persistence in university mathematics -- Part II. Teachers’ views and beliefs of mathematics -- Chapter 12. How to understand changes in novice mathematics teachers’ talk about good mathematics teaching? -- Chapter 13. Domain specificity of mathematics teachers’ beliefs and goals -- Chapter 14. Teachers’ beliefs about knowledge of teaching and their impact on teaching practices -- Chapter 15. Positive education and teaching for productive disposition in mathematics -- Chapter 16. From relationships in affect toward an attuned mathematics teacher -- Chapter 17. The role of mathematics teachers’ views for their competence of analysing classroom situations -- Chapter 18. Teaching via problem solving or teacher-centric access – teachers’ views and beliefs -- Chapter 19. The evaluation of a questionnaire for studying teachers’ beliefs on their practice (TBTP) -- Chapter 20. The role of technology in calculus teaching-beliefs of novice secondary teachers -- Chapter 21. Technology-related beliefs and the mathematics classroom: development of a measurement instrument for pre- and in-service teachers.

The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. 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. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.

ISBN: 9783030012731

Standard No.: 10.1007/978-3-030-01273-1doiSubjects--Topical Terms:

1253684
Mathematics—Study and teaching .

LC Class. No.: LC8-6691

Dewey Class. No.: 370

Views and Beliefs in Mathematics Education = The Role of Beliefs in the Classroom /
LDR:04797nam a22003975i 4500 001 989617
003 DE-He213
005 20200630134919.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783030012731 $9 978-3-030-01273-1
024 7 $a 10.1007/978-3-030-01273-1 $2 doi
035 $a 978-3-030-01273-1
050 4 $a LC8-6691
072 7 $a JNU $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 370 $2 23
245 1 0 $a Views and Beliefs in Mathematics Education $h [electronic resource] : $b The Role of Beliefs in the Classroom / $c edited by Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, Safrudiannur.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a IX, 253 p. 25 illus., 8 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Chapter 1.Are researchers in educational theory free of beliefs – in contrast to students and teachers? – is there an overseen research problem or are there ‘blank spots’? -- Part I. Pupils’ and students’ views and beliefs of mathematics -- Chapter 2. Engagement in mathematics forums in a massive open online course (MOOC) -- chapter 3. Affect as a system: the case of Sara -- Chapter 4. The roles of teacher and parent attitudes and some student characteristics on confidence in learning mathematics -- Chapter 5. Valuing from children’s perspectives as a lens to understand mathematics learning: the case of Hong Kong -- Chapter 6. Value-focused thinking in the mathematics classroom: engaging students in decision-making through socially open-ended problem solving -- Chapter 7. Young students’ feelings towards problem solving tasks: what does “success” imply? -- Chapter 8. Beliefs and values in upper secondary school students’ mathematical reasoning -- Chapter 9. Attributional beliefs during problem solving -- Chapter 10. Evaluation of an approach of professional role reflection in mathematics education -- Chapter 11. It’s all about motivation? – a case study concerning dropout and persistence in university mathematics -- Part II. Teachers’ views and beliefs of mathematics -- Chapter 12. How to understand changes in novice mathematics teachers’ talk about good mathematics teaching? -- Chapter 13. Domain specificity of mathematics teachers’ beliefs and goals -- Chapter 14. Teachers’ beliefs about knowledge of teaching and their impact on teaching practices -- Chapter 15. Positive education and teaching for productive disposition in mathematics -- Chapter 16. From relationships in affect toward an attuned mathematics teacher -- Chapter 17. The role of mathematics teachers’ views for their competence of analysing classroom situations -- Chapter 18. Teaching via problem solving or teacher-centric access – teachers’ views and beliefs -- Chapter 19. The evaluation of a questionnaire for studying teachers’ beliefs on their practice (TBTP) -- Chapter 20. The role of technology in calculus teaching-beliefs of novice secondary teachers -- Chapter 21. Technology-related beliefs and the mathematics classroom: development of a measurement instrument for pre- and in-service teachers.
520 $a The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. 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. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Teaching. $3 555255
650 1 4 $a Mathematics Education. $3 671509
650 2 4 $a Learning & Instruction. $3 670152
650 2 4 $a Teaching and Teacher Education. $3 783596
700 1 $a Rott, Benjamin. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1211723
700 1 $a Törner, Günter. $e author. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1267153
700 1 $a Peters-Dasdemir, Joyce. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1281462
700 1 $a Möller, Anne. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1281463
700 1 $a Safrudiannur. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1281464
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030012724
776 0 8 $i Printed edition: $z 9783030012748
856 4 0 $u https://doi.org/10.1007/978-3-030-01273-1
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)