Titlebook: Views and Beliefs in Mathematics Education; Results of the 19th Carola Bernack-Schüler,Ralf Erens,Andreas Eichler Book 2015 Springer Fachm

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Päivi Portaankorva-Koivistoing multinational enterprises (MNEs). MNEs have distributed their overseas production plants all over the world and have formed international production/distribution networks. However, the distribution of their overseas affiliates around the world is not necessarily uniform. Only a limited number of

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sation programmes over the past ten to twenty years. Often these programmes are supported by the International Monetary Fund and the World Bank through policy-based loans such as stabilisation and structural adjustment loans. In many other regions of the world, especially in Latin America and sub-Sa

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,Changes in Finnish Teachers’ Mathematical Beliefs and an Attempt to Explain Them,nd how they have changed. This paper also presents the most important influential factors on the development of Finnish mathematics teaching within four decades, the years 1970–2010. The main point of the paper is to reveal the recent rapid development of the Finnish school system and society.

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,Chilean and Finnish Teachers’ Conceptions on Mathematics Teaching,their pedagogical content knowledge, subject matter knowledge and motivational components. Teachers claim they give more room for pupils‘ ideas and rely on pupils‘ learning in pairs or in groups. Furthermore, they allege that also the weakest pupils seem to be involved with problem solving.

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,We Think so, Me and My Mom – Considering External Participation inside Teacher Training,stics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie’s external prior and present participation might have an impact on her process of becoming a primary school mathematics teacher inside teacher education.

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,Primary School Teachers’ Image of a Mathematics Teacher,cher in Sweden, like in many other countries, teaches many subjects but, at the same time they are the first teachers to teach mathematics to the school children. In the paper it will be shown how the novice primary school teachers’ image of a mathematics teacher prevented them from developing a sense of themselves as mathematics teachers.

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,The Use of Technology in Calculus Classrooms – Beliefs of High School Teachers,ese teachers´ beliefs with a particular concern to the teachers´ intended calculus teaching in technology-based secondary mathematics courses and the way teachers actually employ the technological device in teaching and learning of calculus. We conclude the paper by summarising our main findings and making suggestions for further research.

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Book 2015l factor to explain achievement and performance of students. The 19th MAVI conference added a variety of research perspectives to the international discussions of mathematics related beliefs. The authors of this volume have compiled a rich selection of research results, which may further enhance the discussion of MAVI topics in the future.