Titlebook: Views and Beliefs in Mathematics Education; The Role of Beliefs Benjamin Rott,Günter Törner,Safrudiannur Book 2018 Springer Nature Switzer

RODE

Domain Specificity of Mathematics Teachers’ Beliefs and Goalsoals regarding the use of visualisation are consistent for different mathematical domains. The findings are discussed in the context of the more general question to which extent teachers’ beliefs and goals regarding overarching mathematics related processes differ between different mathematical domains.

geometrician

Positive Education and Teaching for Productive Disposition in Mathematicsengths, to suggest ways in which mathematics teachers’ awareness of the importance of affect might be raised. Positive education may offer a means of putting productive disposition on the agenda in considerations of improving mathematics achievement.

connoisseur

The Roles of Teacher and Parent Attitudes and Some Student Characteristics on Confidence in Learningvariables significantly predicted the confidence scores of students. In addition, it was found that mathematics achievement and students’ perceptions of their teachers’ attitudes toward them as learners of mathematics were the strongest predictors of their confidence in learning mathematics.

痴呆

Attributional Beliefs During Problem-Solving (Kozina and Mlekuž, Šolsko Polje 25:101–120, 2014) indicates their predictive relevance. However, there is a lack of studies that directly investigate how attributions influence effort and outcome during task processing.

不要不诚实

Engagement in Mathematics MOOC Forumsaper reports on a pilot phase of the research and considers two examples of discussion forums that involved around ten students each. The findings from a small scale analysis serve as a basis for first, general conclusions.

abnegate

Valuing from Student’s Perspectives as a Lens to Understand Mathematics Learning: The Case of Hong K The analysis of the data led to the identification of nine components valued by Hong Kong students in their mathematics learning. We discuss the findings in terms of the Hong Kong culture and context and the value categories and we suggest implications for future research studies.

弯腰

Value-Focused Thinking in the Mathematics Classroom: Engaging Students in Decision-Making Through Sotionally applying VFT via socially open-ended problem solving. This idea is then illustrated by analyzing the implementation of a socially open-ended problem in a Grade 4 mathematics classroom in Japan.

你不公正

Young Students’ Feelings Towards Problem-Solving Tasks: What Does “Success” Imply? to solve it quickly are not necessary prerequisites for young students to experience enjoyment when working with the tasks. Quite the opposite, the majority of the students evaluated the tasks as fun and accessible, even though their initial solutions were often incorrect and they had to struggle a lot to solve the problems.

过份好问

magenta

Affect as a System: The Case of SaraGreen’s theory of a belief cluster (1971) as the foundation for looking at a new construct—the affect cluster—and how it functions in an experience-rich environment. This proves to be a useful construct in explaining the case of Sara, a girl whose affect around mathematics has been completely changed.