By Markku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen, Gerald A Goldin
This e-book documents the state-of-the-art in learn on mathematics-related impact. It discusses the suggestions and theories of mathematics-related impact alongside the traces of 3 dimensions.
The first measurement identifies 3 extensive different types of impact: motivation, feelings, and ideology. The publication includes one bankruptcy on motivation, together with discussions on how feelings and ideology relate to motivation. There are chapters that concentrate on ideals and a bankruptcy on perspective which cross-cuts via these kind of different types. the second one measurement covers a quickly fluctuating country to a extra strong trait. All chapters within the booklet specialise in trait-type impact and the bankruptcy on motivation discusses either those dimensions. The 3rd size regards the 3 major degrees of theorizing: physiological (embodied), mental (individual) and social. All chapters mirror that mathematics-related have an effect on has ordinarily been studied utilizing mental theories.
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Extra info for Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions
L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46(1), 275–314. Usher, E. , & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. , & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89–101. van Zoest, L. , & Bohl, J. V. (2005).
On the one hand, research should go on investigating the roots of observed practice, as advocated by Cross (2015). On the other hand, research could address the teaching of different mathematical topics and investigate which beliefs affect such practice. Moreover, the investigation of factors affecting practice may also serve as a basis for efficient teacher development programs. Teacher education programs should move from changing beliefs per se to making teachers aware of beliefs and other factors affecting practice.
Martin, D. B. (2014). Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success. Mathematics Education Research Journal, 27(1), 21–49. 1007/s13394-014-0127-6. , & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. , & Pape, S. (2013). The role of interactions between student and classroom context in developing adaptive self-efficacy in one sixth-grade mathematics classroom.