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Teaching and learning in maths classrooms : emerging themes in affect-related research : teachers' beliefs, students' engagement and social interaction

Teaching and learning in maths classrooms : emerging themes in affect-related research : teachers' beliefs, students' engagement and social interaction

자료유형
단행본
개인저자
Andrà, Chiara.
서명 / 저자사항
Teaching and learning in maths classrooms : emerging themes in affect-related research : teachers' beliefs, students' engagement and social interaction / Chiara Andrà ... [et al.] editors.
발행사항
Cham, Switzerland :   Springer,   c2017.  
형태사항
xxiii, 292 p. ; 25 cm.
총서사항
Research in mathematics education
ISBN
9783319492315
내용주기
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.
서지주기
Includes bibliographical references.
일반주제명
Mathematics --Study and teaching.
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001 000045925058
005 20180103172656
008 180103s2017 sz b 000 0 eng d
020 ▼a 9783319492315
040 ▼a 211009 ▼c 211009 ▼d 211009
082 0 4 ▼a 372.7 ▼2 23
084 ▼a 372.7 ▼2 DDCK
090 ▼a 372.7 ▼b T253
245 0 0 ▼a Teaching and learning in maths classrooms : ▼b emerging themes in affect-related research : teachers' beliefs, students' engagement and social interaction / ▼c Chiara Andrà ... [et al.] editors.
260 ▼a Cham, Switzerland : ▼b Springer, ▼c c2017.
300 ▼a xxiii, 292 p. ; ▼c 25 cm.
490 1 ▼a Research in mathematics education
504 ▼a Includes bibliographical references.
505 0 ▼a 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.
650 0 ▼a Mathematics ▼x Study and teaching.
700 1 ▼a Andrà, Chiara.
830 0 ▼a Research in mathematics education.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 372.7 T253 등록번호 111783693 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

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.

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