Attitudes, Beliefs, Motivation and Identity in Mathematics Education An Overview of the Field and Future Directions /
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book con...
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| Main Authors: | , , , , , , , , , , |
|---|---|
| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Cham :
Springer International Publishing : Imprint: Springer,
2016.
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| Series: | ICME-13 Topical Surveys,
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| Subjects: | |
| Online Access: | http://dx.doi.org/10.1007/978-3-319-32811-9 |
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| 001 | 978-3-319-32811-9 | ||
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| 008 | 160614s2016 gw | s |||| 0|eng d | ||
| 020 | |a 9783319328119 |9 978-3-319-32811-9 | ||
| 024 | 7 | |a 10.1007/978-3-319-32811-9 |2 doi | |
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| 072 | 7 | |a EDU029010 |2 bisacsh | |
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| 100 | 1 | |a Hannula, Markku S. |e author. | |
| 245 | 1 | 0 | |a Attitudes, Beliefs, Motivation and Identity in Mathematics Education |h [electronic resource] : |b An Overview of the Field and Future Directions / |c 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. |
| 264 | 1 | |a Cham : |b Springer International Publishing : |b Imprint: Springer, |c 2016. | |
| 300 | |a VII, 35 p. 2 illus. |b online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 490 | 1 | |a ICME-13 Topical Surveys, |x 2366-5947 | |
| 505 | 0 | |a Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect. | |
| 506 | 0 | |a Open Access | |
| 520 | |a This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories. | ||
| 650 | 0 | |a Education. | |
| 650 | 0 | |a Mathematics |x Study and teaching. | |
| 650 | 0 | |a Educational psychology. | |
| 650 | 0 | |a Education |x Psychology. | |
| 650 | 1 | 4 | |a Education. |
| 650 | 2 | 4 | |a Mathematics Education. |
| 650 | 2 | 4 | |a Educational Psychology. |
| 700 | 1 | |a Di Martino, Pietro. |e author. | |
| 700 | 1 | |a Pantziara, Marilena. |e author. | |
| 700 | 1 | |a Zhang, Qiaoping. |e author. | |
| 700 | 1 | |a Morselli, Francesca. |e author. | |
| 700 | 1 | |a Heyd-Metzuyanim, Einat. |e author. | |
| 700 | 1 | |a Lutovac, Sonja. |e author. | |
| 700 | 1 | |a Kaasila, Raimo. |e author. | |
| 700 | 1 | |a Middleton, James A. |e author. | |
| 700 | 1 | |a Jansen, Amanda. |e author. | |
| 700 | 1 | |a Goldin, Gerald A. |e author. | |
| 710 | 2 | |a SpringerLink (Online service) | |
| 773 | 0 | |t Springer eBooks | |
| 776 | 0 | 8 | |i Printed edition: |z 9783319328102 |
| 830 | 0 | |a ICME-13 Topical Surveys, |x 2366-5947 | |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1007/978-3-319-32811-9 |
| 912 | |a ZDB-2-EDA | ||
| 950 | |a Education (Springer-41171) | ||
| 999 | |c 188936 |d 188936 | ||