This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom.
Among the topics discussed:
- The relationship between proxies for learning and mathematically related beliefs.
- Teaching for entrepreneurial and mathematical competences.
- Prospective teachers’ conceptions of the concepts mean, median, and mode.
- Prospective teachers’ approach to reasoning and proof
- The impact of assessment on students’ experiences of mathematics.
Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students’ and Teachers’ Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.
Tabella dei contenuti
Gjennomgang and genomgång: same or different?.- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research.- Engineering students mathematics-related beliefs and attitudes: Identifying issues for further research.- Prospective teachers´ conceptions of the concepts mean, median and mode.- Prospective teachers’ approach to reasoning and proof: Affective and cognitive issues.- Relationship between proxies for learning and mathematically related beliefs.- University teaching assistants’ metaphors about teachers’ role.- Temporal Norms of the Typical mathematics lesson – Norwegian and Swedish students’ perspectives.- Teaching for entrepreneurial and mathematical competences – teachers stepping out of their comfort zone.- The influence of assessment on students’ experiences of mathematics.- Creating tension between action and intent.- Developing And Trialling A Simple-To-Use Instrument For Surveying Teacher Education Students’ Mathematics-Related Beliefs.- Grade 9 Students’ reasoning about division of fractions: what are their arguments anchored in?.- Using cases and events in teacher education: prospective teachers’ preferences.
Circa l’autore
Hanna Palmér is an Associate Professor in the Department of Mathematics at Linnaeus Univeristy in Växjö, Sweden. Her research is focused on mathematics teaching and learning in preschool, preschool class and primary school. Her special interests are problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. She is also interested in the professional identity development of mathematics teachers.
Jeppe Skott is a Professor in the Department of Mathematics at Linnaeus Univeristy in Växjö, Sweden.
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