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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
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| Publish Date: | 2017-02-13 |
| Description: |
AbstractResearch 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. see all
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| Edition: | 1 |
| Series: |
ICME-13 topical surveys |
| ISSN: | 2366-5955 |
| ISSN-E: | 2366-5955 |
| ISSN-L: | 2366-5955 |
| 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: | |
| Copyright information: |
© The Editor(s) (if applicable) and The Author(s) 2016. This book is published open access. Open Access This book is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, a link is provided to the Creative Commons license, and any changes made are indicated.
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This work is subject to copyright. All commercial rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.
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https://creativecommons.org/licenses/by/4.0/ |