From beliefs to dynamic affect systems in mathematics education

From beliefs to dynamic affect systems in mathematics education

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This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the a€œdecisive variablea€ of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological a€˜toolsa€™ in affect research and introduces the new field of a€˜collectivesa€™ 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 individualsa€™ and collectivesa€™ 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 teachersa€™ and pupilsa€™ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?Second, the percentages correct answers suggest that some beliefs about arithmetic word problems were more ... 1 (15.5%) to grade 6 (56%), however, this increase was small in the upper grades (49.5% in grade 4 and 55.5% in grade 5). ... in which teachers conceive word problems, and (3) the way in which teachers treat word problems in their daily practice (Mason and Scrivani 2004; Verschaffel et al.

Title:From beliefs to dynamic affect systems in mathematics education
Author: Birgit Pepin, Bettina Roesken-Winter
Publisher:Springer - 2014-10-21

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