Teaching and Learning in Maths Classrooms Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction /
| מחבר תאגידי: | |
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| מחברים אחרים: | , , , |
| סיכום: | XXIII, 292 p. 13 illus., 4 illus. in color. text |
| שפה: | אנגלית |
| יצא לאור: |
Cham :
Springer International Publishing : Imprint: Springer,
2017.
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| מהדורה: | 1st ed. 2017. |
| סדרה: | Research in Mathematics Education,
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| נושאים: | |
| גישה מקוונת: | https://doi.org/10.1007/978-3-319-49232-2 |
| פורמט: | אלקטרוני ספר אלקטרוני |
תוכן הענינים:
- 1 Teaching and learning in math classrooms
- 2 Foreword
- 3 Introduction
- Part I Classroom practices: explanation, problem-solving, patterning, decision-making, drawings and games – 4 Prospective primary teachers’ beliefs regarding the roles of explanations in the classroom
- 5 Defining, drawing, and continuing repeating patterns: Preschool teachers’ self-efficacy and knowledge. - 6 Primary school students’ images of problem solving in mathematics
- 7 Secondary school mathematics teachers’ conceptions on data-based decision-making: Insights from four Japanese cases
- 8 Teachers’ activities during a mathematics lesson as seen in third graders’ drawings- 9 Serious frivolity: exploring play in UK secondary mathematics classrooms
- Part II Teachers’ beliefs, changing beliefs and the role of the environment
- 10 In-service math teachers’ autobiographical narratives: the role of metaphors
- 11 A contribution to the relation between teachers’ professed and enacted beliefs
- 12 Raising attainment: What might we learn from teachers’ beliefs about their best and worst mathematics students?
- 13 Numeracy task design: A case of changing mathematics teaching practice
- 14 Math lessons: from flipped to amalgamated, from teacher- to learner-centered
- 15 Emotional expressions as a window to processes of change in a mathematics classroom’s culture
- 16 Mathematics teachers’ conceptions of the classroom environment
- Part III Understanding the undercurrents: tensions, inconsistencies and the social turn
- 17 Teacher tensions: the case of Naomi
- 18 Towards inconsistencies of parents’ beliefs about teaching and learning mathematics
- 19 Evoking the feeling of uncertainty for enhancing conceptual knowledge
- 20 Criteria for identifying students as exceptional in a mathematical camp for ‘gifted’ students
- 21 Identity and rationality in classroom discussion: developing and testing an analytical toolkit
- 22 Developing an analyzing tool for dynamic mathematics-related student interaction regarding affect, cognition and participation
- Part IV Emerging themes in affect-related research: engagement, fear, perfectionism ...and assessment
- 23 Motivating desires for classroom engagement in the learning of mathematics
- 24 What are students afraid of when they say they are afraid of mathematics?
- 25 What is perfectionism in mathematical task solving?
- 26 Gender differences concerning pupils’ beliefs on teaching methods and mathematical worldviews at lower secondary schools
- 27 “Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies
- 28 Teachers’ affect towards the external standardised assessment of students’ mathematical competencies
- 29 Conclusion.