000 04143nam a22006375i 4500
001 978-3-319-32811-9
003 DE-He213
005 20200127152625.0
007 cr nn 008mamaa
008 160614s2016 gw | s |||| 0|eng d
020 _a9783319328119
_9978-3-319-32811-9
024 7 _a10.1007/978-3-319-32811-9
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
100 1 _aHannula, Markku S.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aAttitudes, Beliefs, Motivation and Identity in Mathematics Education
_h[electronic resource] :
_bAn Overview of the Field and Future Directions /
_cby 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.
250 _a1st ed. 2016.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2016.
300 _aVII, 35 p. 2 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aICME-13 Topical Surveys,
_x2366-5947
505 0 _aIntroduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect.
506 0 _aOpen Access
520 _aThis 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.
650 0 _aMathematics—Study and teaching .
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 1 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aEducational Psychology.
_0http://scigraph.springernature.com/things/product-market-codes/O39000
700 1 _aDi Martino, Pietro.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aPantziara, Marilena.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aZhang, Qiaoping.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aMorselli, Francesca.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aHeyd-Metzuyanim, Einat.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aLutovac, Sonja.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aKaasila, Raimo.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aMiddleton, James A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aJansen, Amanda.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aGoldin, Gerald A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319328102
776 0 8 _iPrinted edition:
_z9783319328126
830 0 _aICME-13 Topical Surveys,
_x2366-5947
856 4 0 _uhttps://doi.org/10.1007/978-3-319-32811-9
912 _aZDB-2-EDA
912 _aZDB-2-SOB
999 _c524892
_d524890