| 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. |
| 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 |
| Ãndice Dewey: |
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. |
| En lÃnea: |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
| Link: |
https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i |
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.
| 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 |
| Ãndice Dewey: |
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. |
| En lÃnea: |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
| Link: |
https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i |
|  |
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