Views and Beliefs in Mathematics Education : The Role of Beliefs in the Classroom /: The Role of Beliefs in the Classroom. ([2018])

• Record Type: Book
• Further Information: Note: Editors, Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller and Safrudiannur.
• Editors: Rott, Benjamin
• Other Names: MAVI Conference, 23rd
• Contents: Intro; Preface; Contents; Chapter 1: Are Researchers in Educational Theory Free of Beliefs: In Contrast to Students and Teachers?-Is There an Overseen Research Problem or Are There "Blank Spots"?; 1.1 Belief Research in Mathematics Didactics-Anno 2018; 1.2 Bearers of Beliefs: The Case of Researchers; 1.3 Beliefs as Myths; 1.3.1 Blank Spots in Beliefs Research?; 1.4 Teachers, School, Students; 1.5 Research and Practice; 1.6 Continuous Professional Development of Teachers; 1.7 Final Remarks; References; Part I: Pupils' and Students' Views and Beliefs of Mathematics Chapter 2: Engagement in Mathematics MOOC Forums2.1 Introduction; 2.2 Engagement; 2.3 Methodology; 2.3.1 The Tasks, the Participants and the Context; 2.3.2 Network Analysis; 2.4 Data Analysis; 2.5 Discussion and Conclusion; References; Chapter 3: Affect as a System: The Case of Sara; 3.1 Introduction; 3.2 Belief Systems; 3.3 Affect Systems; 3.4 Methodology; 3.4.1 The Thinking Classroom; 3.4.2 Participants; 3.4.3 Data; 3.5 The Story of Sara; 3.6 Results; 3.7 Discussion and Conclusion; References Chapter 4: The Roles of Teacher and Parent Attitudes and Some Student Characteristics on Confidence in Learning Mathematics4.1 Introduction; 4.2 Method; 4.2.1 Design; 4.2.2 Sample; 4.2.3 Instruments; 4.3 Results; 4.3.1 Descriptive Statistics; 4.3.2 Inferential Statistics; 4.4 Discussion; References; Chapter 5: Valuing from Student's Perspectives as a Lens to Understand Mathematics Learning: The Case of Hong Kong; 5.1 Introduction; 5.2 Relationship Between Beliefs and Values; 5.3 Value Categories; 5.4 Research Questions; 5.5 Research Design; 5.5.1 Participants; 5.5.2 Instrument 5.6 Data Analysis5.7 Discussion; 5.8 Conclusion; References; Chapter 6: Value-Focused Thinking in the Mathematics Classroom: Engaging Students in Decision-Making Through Socially Open-Ended Problem Solving; 6.1 Introduction; 6.2 Theoretical Background; 6.2.1 Socially Open-Ended Problems: Addressing Multiple Values in Mathematics Education; 6.2.2 Value-Focused Thinking: Definition and Components; 6.2.3 From VFT in the Management Field to VFT in the Mathematics Classroom; 6.3 Using the Perspective of VFT to Analyze a Socially Open-Ended Problem in the Mathematics Classroom; 6.3.1 Objectives 6.3.2 Objective Hierarchy6.3.3 Attributes; 6.3.4 Single-Attribute Utility Functions; 6.3.5 Multi-Attribute Utility Functions; 6.4 Conclusions; References; Chapter 7: Young Students' Feelings Towards Problem-Solving Tasks: What Does "Success" Imply?; 7.1 Introduction; 7.2 Problem-Solving in Mathematics; 7.3 Feelings Towards Mathematics; 7.4 The Study; 7.4.1 Selection of Students; 7.5 Results; 7.5.1 Example 1: The "Tower" Task; 7.5.2 Example 2: The "Pull Out of the Bag" Task; 7.6 Conclusion and Implications; References
• Publisher Details: Cham, Switzerland : Springer
• Publication Date: 2018
• Copyright Date: 2018
• Extent: 1 online resource
• Subjects: 510.7/1; Mathematics -- Study and teaching -- Congresses; MATHEMATICS / Essays; MATHEMATICS / Pre-Calculus; MATHEMATICS / Reference; Mathematics -- Study and teaching; Electronic books; Conference papers and proceedings
• Languages: German
• ISBNs: 9783030012731; 3030012735
• Related ISBNs: 9783030012724
• Notes: Note: Includes bibliographical references and index.; Note: Online resource; title from PDF title page (EBSCO, viewed December 24, 2018).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.