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03412nam a22006135i 4500 |
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978-3-319-32811-9 |
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DE-He213 |
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20160614143239.0 |
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cr nn 008mamaa |
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160614s2016 gw | s |||| 0|eng d |
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|a 9783319328119
|9 978-3-319-32811-9
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|a 10.1007/978-3-319-32811-9
|2 doi
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|a LC8-6691
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|a JNU
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|a EDU029010
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|a 370
|2 23
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|a Hannula, Markku S.
|e author.
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|a Attitudes, Beliefs, Motivation and Identity in Mathematics Education
|h [electronic resource] :
|b An Overview of the Field and Future Directions /
|c 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.
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| 264 |
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2016.
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| 300 |
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|a VII, 35 p. 2 illus.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a text file
|b PDF
|2 rda
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| 490 |
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|a ICME-13 Topical Surveys,
|x 2366-5947
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| 505 |
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|a Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect.
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|a Open Access
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|a This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
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|a Education.
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| 650 |
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|a Mathematics
|x Study and teaching.
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| 650 |
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|a Educational psychology.
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| 650 |
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|a Education
|x Psychology.
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1 |
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|a Education.
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| 650 |
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|a Mathematics Education.
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| 650 |
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|a Educational Psychology.
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| 700 |
1 |
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|a Di Martino, Pietro.
|e author.
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| 700 |
1 |
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|a Pantziara, Marilena.
|e author.
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| 700 |
1 |
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|a Zhang, Qiaoping.
|e author.
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| 700 |
1 |
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|a Morselli, Francesca.
|e author.
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| 700 |
1 |
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|a Heyd-Metzuyanim, Einat.
|e author.
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| 700 |
1 |
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|a Lutovac, Sonja.
|e author.
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| 700 |
1 |
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|a Kaasila, Raimo.
|e author.
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| 700 |
1 |
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|a Middleton, James A.
|e author.
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| 700 |
1 |
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|a Jansen, Amanda.
|e author.
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| 700 |
1 |
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|a Goldin, Gerald A.
|e author.
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
0 |
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|t Springer eBooks
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| 776 |
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|i Printed edition:
|z 9783319328102
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| 830 |
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|a ICME-13 Topical Surveys,
|x 2366-5947
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| 856 |
4 |
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|u http://dx.doi.org/10.1007/978-3-319-32811-9
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-EDA
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| 950 |
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|a Education (Springer-41171)
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