University of Oulu

Hannula, M., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., Lutovac, S., Kaasila, R., Middleton, J., Jansen, A., Goldin, G. (2016) Attitudes, Beliefs, Motivation and Identity in Mathematics Education. , . doi:10.1007/978-3-319-32811-9

Attitudes, beliefs, motivation and identity in mathematics education : an overview of the field and future directions

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Author: Goldin, Gerald A.1; Hannula , Markku S.2; Heyd-Metzuyanim, Einat3;
Organizations: 1Graduate School of Education, Rutgers University, New Brunswick, NJ, USA
2Department of Teacher Education, University of Helsinki, Helsinki, Finland
3Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel
4School of Education, University of Delaware, Newark, DE, USA
5Faculty of Education, University of Oulu, Oulu, Finland
6Dipartimento di Matematica, University of Pisa, Pisa, Italy
7Dipartimento Di Matematica, University of Genova, Genoa, Italy
8School for Engineering of Matter, Transport and Energy, Arizona State University, Tempe, AZ, USA
9Cyprus Pedagogical Institute, Nicosia, Cyprus
10Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong SAR, China
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.6 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe201702131552
Language: English
Published: Springer Nature, 2016
Publish Date: 2017-02-13
Description:

Abstract

Research on mathematics-related affect is varied in theories and concepts. In this survey we record the state of the art in this research through short sections from leading experts in different areas. We describe the historical development of the concept of attitude and different ways it is defined. Research on student self-efficacy beliefs in mathematics is summarized. There is reflection on the dialectic relationship between teacher beliefs and practice as well as on how their beliefs change. One section records the emerging research on student and teacher mathematical identities over the last two decades. Finally, mathematical motivation is explored from the perspectives of engagement structures, social behaviors, and the relationship between individual factors and social norms.

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Edition: 1
Series: ICME-13 topical surveys
ISSN: 2366-5947
ISSN-E: 2366-5955
ISSN-L: 2366-5947
ISBN: 978-3-319-32811-9
ISBN Print: 978-3-319-32810-2
DOI: 10.1007/978-3-319-32811-9
OADOI: https://oadoi.org/10.1007/978-3-319-32811-9
Type of Publication: C1 Scientific book
Field of Science: 516 Educational sciences
Subjects:
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