國立虎尾科技大學 |

Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms = Selected Papers from the 22nd MAVI Conference /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms/ edited by Hanna Palmér, Jeppe Skott.
其他題名:	Selected Papers from the 22nd MAVI Conference /
其他作者:	Palmér, Hanna.
面頁冊數:	XIV, 148 p. 9 illus., 3 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Mathematics—Study and teaching . -
電子資源:	https://doi.org/10.1007/978-3-319-70244-5
ISBN:	9783319702445

Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms = Selected Papers from the 22nd MAVI Conference /
Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics ClassroomsSelected Papers from the 22nd MAVI Conference /[electronic resource] :edited by Hanna Palmér, Jeppe Skott. - 1st ed. 2018. - XIV, 148 p. 9 illus., 3 illus. in color.online resource.

Gjennomgang and genomgång: same or different? -- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research -- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research -- Prospective teachers´ conceptions of the concepts mean, median and mode -- Prospective teachers’ approach to reasoning and proof: Affective and cognitive issues -- Relationship between proxies for learning and mathematically related beliefs -- University teaching assistants’ metaphors about teachers’ role -- Temporal Norms of the Typical mathematics lesson - Norwegian and Swedish students' perspectives -- Teaching for entrepreneurial and mathematical competences – teachers stepping out of their comfort zone -- The influence of assessment on students’ experiences of mathematics -- Creating tension between action and intent -- Developing And Trialling A Simple-To-Use Instrument For Surveying Teacher Education Students’ Mathematics-Related Beliefs -- Grade 9 Students’ reasoning about division of fractions: what are their arguments anchored in? -- Using cases and events in teacher education: prospective teachers’ preferences.

This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom. Among the topics discussed: The relationship between proxies for learning and mathematically related beliefs. Teaching for entrepreneurial and mathematical competences. Prospective teachers’ conceptions of the concepts mean, median, and mode. Prospective teachers’ approach to reasoning and proof The impact of assessment on students’ experiences of mathematics. Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.

ISBN: 9783319702445

Standard No.: 10.1007/978-3-319-70244-5doiSubjects--Topical Terms:

1253684
Mathematics—Study and teaching .

LC Class. No.: LC8-6691

Dewey Class. No.: 370

Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms = Selected Papers from the 22nd MAVI Conference /
LDR:04133nam a22004095i 4500 001 998181
003 DE-He213
005 20200705034248.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783319702445 $9 978-3-319-70244-5
024 7 $a 10.1007/978-3-319-70244-5 $2 doi
035 $a 978-3-319-70244-5
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 Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms $h [electronic resource] : $b Selected Papers from the 22nd MAVI Conference / $c edited by Hanna Palmér, Jeppe Skott.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a XIV, 148 p. 9 illus., 3 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 Gjennomgang and genomgång: same or different? -- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research -- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research -- Prospective teachers´ conceptions of the concepts mean, median and mode -- Prospective teachers’ approach to reasoning and proof: Affective and cognitive issues -- Relationship between proxies for learning and mathematically related beliefs -- University teaching assistants’ metaphors about teachers’ role -- Temporal Norms of the Typical mathematics lesson - Norwegian and Swedish students' perspectives -- Teaching for entrepreneurial and mathematical competences – teachers stepping out of their comfort zone -- The influence of assessment on students’ experiences of mathematics -- Creating tension between action and intent -- Developing And Trialling A Simple-To-Use Instrument For Surveying Teacher Education Students’ Mathematics-Related Beliefs -- Grade 9 Students’ reasoning about division of fractions: what are their arguments anchored in? -- Using cases and events in teacher education: prospective teachers’ preferences.
520 $a This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom. Among the topics discussed: The relationship between proxies for learning and mathematically related beliefs. Teaching for entrepreneurial and mathematical competences. Prospective teachers’ conceptions of the concepts mean, median, and mode. Prospective teachers’ approach to reasoning and proof The impact of assessment on students’ experiences of mathematics. Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Child psychology. $3 561946
650 0 $a School psychology. $3 679289
650 0 $a Teaching. $3 555255
650 0 $a Assessment. $3 1017002
650 1 4 $a Mathematics Education. $3 671509
650 2 4 $a Learning & Instruction. $3 670152
650 2 4 $a Child and School Psychology. $3 768507
650 2 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Assessment, Testing and Evaluation. $3 671650
700 1 $a Palmér, Hanna. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1289639
700 1 $a Skott, Jeppe. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1289640
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319702438
776 0 8 $i Printed edition: $z 9783319702452
776 0 8 $i Printed edition: $z 9783319889092
856 4 0 $u https://doi.org/10.1007/978-3-319-70244-5
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)