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
This ebook documents the cutting-edge in study on mathematics-related impact. It discusses the strategies and theories of mathematics-related have an effect on alongside the strains of 3 dimensions.
The first measurement identifies 3 huge different types of have an effect on: motivation, feelings, and ideology. The publication includes one bankruptcy on motivation, together with discussions on how feelings and ideology relate to motivation. There are chapters that concentrate on ideals and a bankruptcy on perspective which cross-cuts via these kinds of different types. the second one measurement covers a speedily fluctuating nation to a extra good trait. All chapters within the e-book specialise in trait-type have an effect on and the bankruptcy on motivation discusses either those dimensions. The 3rd size regards the 3 major degrees of theorizing: physiological (embodied), mental (individual) and social. All chapters replicate that mathematics-related have an effect on has often been studied utilizing mental theories.
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Extra resources for Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions
European Psychologist, 20(3), 190–203. , Ryan, A. , & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. Phan, H. P. (2012). The development of English and mathematics self-efficacy: A latent growth curve analysis.
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Sfard, A. (2012). Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying. International Journal of Educational Research, 51–52, 128–145. , & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469–487. Hodges, T. , & Cady, J. A. (2012). Negotiating contexts to construct an identity as a mathematics teacher. Journal of Educational Research, 105(2), 112–122.