國立虎尾科技大學 |

From beliefs to dynamic affect systems in mathematics education = Exploring a mosaic of relationships and interactions /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	From beliefs to dynamic affect systems in mathematics education/ edited by Birgit Pepin, Bettina Roesken-Winter.
Reminder of title:	Exploring a mosaic of relationships and interactions /
other author:	Pepin, Birgit.
Description:	XIX, 407 p. 47 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Mathematics—Study and teaching . -
Online resource:	https://doi.org/10.1007/978-3-319-06808-4
ISBN:	9783319068084

From beliefs to dynamic affect systems in mathematics education = Exploring a mosaic of relationships and interactions /
From beliefs to dynamic affect systems in mathematics educationExploring a mosaic of relationships and interactions /[electronic resource] :edited by Birgit Pepin, Bettina Roesken-Winter. - 1st ed. 2015. - XIX, 407 p. 47 illus.online resource. - Advances in Mathematics Education,1869-4918. - Advances in Mathematics Education,.

Gilah Leder: Preface: From ‘hidden variable’ to ‘dynamic systems’ in affect research: reviewing the developments in belief and affect research -- Introduction: the editors -- Section 1: Theoretical lenses in affect research -- Jeppe Skott: Towards a participatory approach to affect in mathematics education -- Luis Radford: Of Love, Frustration, and Mathematics: A Cultural-Historical Approach to Emotions in Mathematics Teaching and Learning -- Pietro Di Martino & Rosetta Zan: The construct of attitude in mathematics education -- Bettina Roesken-Winter & Katrin Rolka: Beliefs and their crucial role in mathematics education -- George N. Philippou & Marilena Pantziara: Developments in mathematics teachers’ efficacy beliefs -- Reaction to section 1: David Clarke -- Section 2: Relevance in the field - affective systems of individuals and ‘collectives’ -- Fien Depaepe, Erik De Corte & Lieven Verschaffel: Students’ non-realistic mathematical modeling as a drawback of teachers’ beliefs about and approaches to word problem solving -- Liping Ding, Birgit Pepin & Keith Jones: Students’ attitudes towards mathematics across different lower secondary schools in Shanghai -- Andreas Eichler & Ralf Erens : Domain-specific belief systems of (secondary) mathematics teachers -- Inés M. Gómez-Chacón: Meta-emotion and mathematical modelling processes in computerized environments -- Sigrid Blömeke & Gabriele Kaiser: Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective -- H. Forgasz, G. Leder, D. Mittelberg, H. Tan & A. Murimo): Affect and gender -- Reaction to section 2: Markku S. Hannula -- Section 3: Methodological issues in affect research -- Qien Chen & Frederick K.S. Leung: Analyzing Data and Drawing Conclusion on Teachers’ Beliefs -- Sebastian Kuntz & Anika Dreher: PCK and the awareness of affective aspects reflected in teachers’ views about learning opportunities – a conflict?-Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach & Ruthi Barkai: Pre-school teachers’ knowledge and self-efficacy needed for teaching mathematics: Are they related?- Chiara Andra: Title: A specific language towards a new conceptual framework for networking methodologies in the field of affect -- Emmanuel Adu-tutu Bofah & Markku S. Hannula: Title: Studying the factorial structure of Ghanaian twelfth-grade students’ views on mathematics -- Reaction to section 3: Kenneth Ruthven -- Conclusions/closing reaction: A. H. Schoenfeld.

This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research, and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics, and in which ways are knowledge and affect related?

ISBN: 9783319068084

Standard No.: 10.1007/978-3-319-06808-4doiSubjects--Topical Terms:

1253684
Mathematics—Study and teaching .

LC Class. No.: LC8-6691

Dewey Class. No.: 370

From beliefs to dynamic affect systems in mathematics education = Exploring a mosaic of relationships and interactions /
LDR:05350nam a22004215i 4500 001 960063
003 DE-He213
005 20200920103812.0
007 cr nn 008mamaa
008 201211s2015 gw | s |||| 0|eng d
020 $a 9783319068084 $9 978-3-319-06808-4
024 7 $a 10.1007/978-3-319-06808-4 $2 doi
035 $a 978-3-319-06808-4
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 From beliefs to dynamic affect systems in mathematics education $h [electronic resource] : $b Exploring a mosaic of relationships and interactions / $c edited by Birgit Pepin, Bettina Roesken-Winter.
250 $a 1st ed. 2015.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a XIX, 407 p. 47 illus. $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
490 1 $a Advances in Mathematics Education, $x 1869-4918
505 0 $a Gilah Leder: Preface: From ‘hidden variable’ to ‘dynamic systems’ in affect research: reviewing the developments in belief and affect research -- Introduction: the editors -- Section 1: Theoretical lenses in affect research -- Jeppe Skott: Towards a participatory approach to affect in mathematics education -- Luis Radford: Of Love, Frustration, and Mathematics: A Cultural-Historical Approach to Emotions in Mathematics Teaching and Learning -- Pietro Di Martino & Rosetta Zan: The construct of attitude in mathematics education -- Bettina Roesken-Winter & Katrin Rolka: Beliefs and their crucial role in mathematics education -- George N. Philippou & Marilena Pantziara: Developments in mathematics teachers’ efficacy beliefs -- Reaction to section 1: David Clarke -- Section 2: Relevance in the field - affective systems of individuals and ‘collectives’ -- Fien Depaepe, Erik De Corte & Lieven Verschaffel: Students’ non-realistic mathematical modeling as a drawback of teachers’ beliefs about and approaches to word problem solving -- Liping Ding, Birgit Pepin & Keith Jones: Students’ attitudes towards mathematics across different lower secondary schools in Shanghai -- Andreas Eichler & Ralf Erens : Domain-specific belief systems of (secondary) mathematics teachers -- Inés M. Gómez-Chacón: Meta-emotion and mathematical modelling processes in computerized environments -- Sigrid Blömeke & Gabriele Kaiser: Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective -- H. Forgasz, G. Leder, D. Mittelberg, H. Tan & A. Murimo): Affect and gender -- Reaction to section 2: Markku S. Hannula -- Section 3: Methodological issues in affect research -- Qien Chen & Frederick K.S. Leung: Analyzing Data and Drawing Conclusion on Teachers’ Beliefs -- Sebastian Kuntz & Anika Dreher: PCK and the awareness of affective aspects reflected in teachers’ views about learning opportunities – a conflict?-Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach & Ruthi Barkai: Pre-school teachers’ knowledge and self-efficacy needed for teaching mathematics: Are they related?- Chiara Andra: Title: A specific language towards a new conceptual framework for networking methodologies in the field of affect -- Emmanuel Adu-tutu Bofah & Markku S. Hannula: Title: Studying the factorial structure of Ghanaian twelfth-grade students’ views on mathematics -- Reaction to section 3: Kenneth Ruthven -- Conclusions/closing reaction: A. H. Schoenfeld.
520 $a This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research, and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics, and in which ways are knowledge and affect related?
650 0 $a Mathematics—Study and teaching . $3 1253684
650 0 $a Cognitive psychology. $3 556029
650 0 $a Mathematics. $3 527692
650 0 $a Social sciences. $3 572679
650 1 4 $a Mathematics Education. $3 671509
650 2 4 $a Cognitive Psychology. $3 593892
650 2 4 $a Mathematics in the Humanities and Social Sciences. $3 885667
700 1 $a Pepin, Birgit. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 887843
700 1 $a Roesken-Winter, Bettina. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1063361
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319068091
776 0 8 $i Printed edition: $z 9783319068077
776 0 8 $i Printed edition: $z 9783319376431
830 0 $a Advances in Mathematics Education, $x 1869-4918 $3 1253703
856 4 0 $u https://doi.org/10.1007/978-3-319-06808-4
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)