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 booklet files the cutting-edge in study on mathematics-related have an effect on. It discusses the thoughts and theories of mathematics-related impact alongside the traces of 3 dimensions.
The first size identifies 3 large different types of impact: motivation, feelings, and ideology. The ebook includes one bankruptcy on motivation, together with discussions on how feelings and ideology relate to motivation. There are chapters that target ideals and a bankruptcy on perspective which cross-cuts via a majority of these different types. the second one measurement covers a quickly fluctuating kingdom to a extra solid trait. All chapters within the publication concentrate on trait-type have an effect on and the bankruptcy on motivation discusses either those dimensions. The 3rd measurement 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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Additional info for Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions
2010) has shown the potential of examining intersections between identity and other affectrelated constructs. We thus recommend pursuing this line of study. 5) shows that the reasons learners have for “playing the game” of school mathematics differ along a number of important factors. These authors find three emergent themes. 3). Situational interest and state-level preferences such as endogenous perceived instrumentality, task-level goals, and task-based efficacy beliefs interact with local affect and the norms and group-level goals of classmates to create highly individualized learner motivations at any given time.
A longitudinal analysis of the relationship between mathematics-related affect and achievement in Finland. In S. Oesterle, P. Liljedahl, C. Nicol & D. ), Proceedings of the 38th conference of the IGPME and the 36th conference of the PME-NA (Vol. 3, pp. 249–256). Vancouver, Canada: PME. Harackiewicz, J. , & Sansone, C. (1991). Goals and intrinsic motivation: You can get there from here. Advances in Motivation and Achievement, 7, 21–49. Harber, K. , Zimbardo, P. , & Boyd, J. N. (2003). Participant self-selection biases as a function of individual differences in time perspective.
Gellert, U. ). (2013). Theoretical frameworks in research on and with mathematics teachers. ZDM—The International Journal on Mathematics Education, 45(4). Solomon, Y. (2009b). Mathematical literacy: Developing identities of inclusion. London: Routledge. Urdan & Karabenick, S. ). The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1–34). Bingley, UK: Emerald Group Publishing Limited. Zan, R. (2013). Solid findings on student’s attitudes to mathematics. European Mathematical Society Newsletter, 89, 51–53.