| TÃtulo : |
Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction |
| Tipo de documento: |
documento electrónico |
| Autores: |
Andrà , Chiara, ; Brunetto, Domenico, ; Levenson, Esther, ; Liljedahl, Peter, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2017 |
| Número de páginas: |
XXIII, 292 p. 13 ilustraciones, 4 ilustraciones en color. |
| ISBN/ISSN/DL: |
978-3-319-49232-2 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Matemáticas Docente PsicologÃa cognitiva Personalidad Diferencia (PsicologÃa) Conocimiento SociologÃa de Tecnologia Educacional Educación Matemática Enseñanza y formación docente Personalidad y PsicologÃa Diferencial SociologÃa del conocimiento y del discurso Educación Digital y TecnologÃa Educativa |
| Clasificación: |
510.71 |
| Resumen: |
El libro presenta una selección de las charlas más relevantes impartidas en la 21ª conferencia MAVI, celebrada en el Politecnico di Milano. La primera sección está dedicada a las prácticas y creencias en el aula con respecto a esas prácticas, analizando las opiniones de los profesores potenciales o en ejercicio sobre diferentes prácticas, como la toma de decisiones, el papel de las explicaciones, la resolución de problemas, los patrones y el uso del juego. De mayor interés para los participantes de MAVI es la relación entre las creencias profesadas por los docentes y la práctica en el aula, aspectos que constituyen el foco de la segunda sección. Tres artÃculos abordan el cambio docente, que es notoriamente difÃcil, incluso cuando los propios docentes están interesados ​​en cambiar su práctica. A su vez, la tercera sección del libro se centra en las corrientes subyacentes de la enseñanza y el aprendizaje de las matemáticas, que pueden aflorar en diversas situaciones, provocando tensiones e inconsistencias. La última sección de este libro analiza temas emergentes en la investigación relacionada con el afecto, con especial atención a las actitudes hacia la evaluación. El libro ofrece un recurso valioso para todos los profesores e investigadores que trabajan en esta área. |
| Nota de contenido: |
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. |
| Tipo de medio : |
Computadora |
| Summary : |
The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book's third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, witha particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction [documento electrónico] / Andrà , Chiara, ; Brunetto, Domenico, ; Levenson, Esther, ; Liljedahl, Peter, . - 1 ed. . - [s.l.] : Springer, 2017 . - XXIII, 292 p. 13 ilustraciones, 4 ilustraciones en color. ISBN : 978-3-319-49232-2 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Matemáticas Docente PsicologÃa cognitiva Personalidad Diferencia (PsicologÃa) Conocimiento SociologÃa de Tecnologia Educacional Educación Matemática Enseñanza y formación docente Personalidad y PsicologÃa Diferencial SociologÃa del conocimiento y del discurso Educación Digital y TecnologÃa Educativa |
| Clasificación: |
510.71 |
| Resumen: |
El libro presenta una selección de las charlas más relevantes impartidas en la 21ª conferencia MAVI, celebrada en el Politecnico di Milano. La primera sección está dedicada a las prácticas y creencias en el aula con respecto a esas prácticas, analizando las opiniones de los profesores potenciales o en ejercicio sobre diferentes prácticas, como la toma de decisiones, el papel de las explicaciones, la resolución de problemas, los patrones y el uso del juego. De mayor interés para los participantes de MAVI es la relación entre las creencias profesadas por los docentes y la práctica en el aula, aspectos que constituyen el foco de la segunda sección. Tres artÃculos abordan el cambio docente, que es notoriamente difÃcil, incluso cuando los propios docentes están interesados ​​en cambiar su práctica. A su vez, la tercera sección del libro se centra en las corrientes subyacentes de la enseñanza y el aprendizaje de las matemáticas, que pueden aflorar en diversas situaciones, provocando tensiones e inconsistencias. La última sección de este libro analiza temas emergentes en la investigación relacionada con el afecto, con especial atención a las actitudes hacia la evaluación. El libro ofrece un recurso valioso para todos los profesores e investigadores que trabajan en esta área. |
| Nota de contenido: |
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. |
| Tipo de medio : |
Computadora |
| Summary : |
The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book's third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, witha particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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