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" Views and Beliefs in Mathematics Education : "
editors, Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller and Safrudiannur.
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BL
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| Record Number
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859430
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MAVI Conference(23rd :2017 :, Universität Duisburg-Essen)
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| Title & Author
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Views and Beliefs in Mathematics Education : : the Role of Beliefs in the Classroom /\ editors, Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller and Safrudiannur.
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| Publication Statement
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Cham, Switzerland :: Springer,, [2018]
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, ©2018
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| Page. NO
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1 online resource
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| ISBN
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3030012735
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: 9783030012731
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9783030012724
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Includes bibliographical references and index.
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| Contents
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Intro; Preface; Contents; 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"?; 1.1 Belief Research in Mathematics Didactics-Anno 2018; 1.2 Bearers of Beliefs: The Case of Researchers; 1.3 Beliefs as Myths; 1.3.1 Blank Spots in Beliefs Research?; 1.4 Teachers, School, Students; 1.5 Research and Practice; 1.6 Continuous Professional Development of Teachers; 1.7 Final Remarks; References; Part I: Pupils' and Students' Views and Beliefs of Mathematics
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5.6 Data Analysis5.7 Discussion; 5.8 Conclusion; References; Chapter 6: Value-Focused Thinking in the Mathematics Classroom: Engaging Students in Decision-Making Through Socially Open-Ended Problem Solving; 6.1 Introduction; 6.2 Theoretical Background; 6.2.1 Socially Open-Ended Problems: Addressing Multiple Values in Mathematics Education; 6.2.2 Value-Focused Thinking: Definition and Components; 6.2.3 From VFT in the Management Field to VFT in the Mathematics Classroom; 6.3 Using the Perspective of VFT to Analyze a Socially Open-Ended Problem in the Mathematics Classroom; 6.3.1 Objectives
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6.3.2 Objective Hierarchy6.3.3 Attributes; 6.3.4 Single-Attribute Utility Functions; 6.3.5 Multi-Attribute Utility Functions; 6.4 Conclusions; References; Chapter 7: Young Students' Feelings Towards Problem-Solving Tasks: What Does "Success" Imply?; 7.1 Introduction; 7.2 Problem-Solving in Mathematics; 7.3 Feelings Towards Mathematics; 7.4 The Study; 7.4.1 Selection of Students; 7.5 Results; 7.5.1 Example 1: The "Tower" Task; 7.5.2 Example 2: The "Pull Out of the Bag" Task; 7.6 Conclusion and Implications; References
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Chapter 2: Engagement in Mathematics MOOC Forums2.1 Introduction; 2.2 Engagement; 2.3 Methodology; 2.3.1 The Tasks, the Participants and the Context; 2.3.2 Network Analysis; 2.4 Data Analysis; 2.5 Discussion and Conclusion; References; Chapter 3: Affect as a System: The Case of Sara; 3.1 Introduction; 3.2 Belief Systems; 3.3 Affect Systems; 3.4 Methodology; 3.4.1 The Thinking Classroom; 3.4.2 Participants; 3.4.3 Data; 3.5 The Story of Sara; 3.6 Results; 3.7 Discussion and Conclusion; References
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Chapter 4: The Roles of Teacher and Parent Attitudes and Some Student Characteristics on Confidence in Learning Mathematics4.1 Introduction; 4.2 Method; 4.2.1 Design; 4.2.2 Sample; 4.2.3 Instruments; 4.3 Results; 4.3.1 Descriptive Statistics; 4.3.2 Inferential Statistics; 4.4 Discussion; References; Chapter 5: Valuing from Student's Perspectives as a Lens to Understand Mathematics Learning: The Case of Hong Kong; 5.1 Introduction; 5.2 Relationship Between Beliefs and Values; 5.3 Value Categories; 5.4 Research Questions; 5.5 Research Design; 5.5.1 Participants; 5.5.2 Instrument
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| Abstract
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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.
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Mathematics-- Study and teaching, Congresses.
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MATHEMATICS-- Essays.
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MATHEMATICS-- Pre-Calculus.
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MATHEMATICS-- Reference.
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Mathematics-- Study and teaching.
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| Dewey Classification
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510.7/1
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| LC Classification
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QA11.A1
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| Added Entry
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Rott, Benjamin
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