Affect and Mathematics Education : : Fresh Perspectives on Motivation, Engagement, and Identity.

• Superior document: ICME-13 Monographs
• Author: Hannula, Markku S.
• TeilnehmendeR: Leder, Gilah C.; Morselli, Francesca.; Vollstedt, Maike.; Zhang, Qiaoping.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: ICME-13 Monographs
• Physical Description: 1 online resource (437 pages)

Table of Contents

Intro -- Preface -- Contents -- Contributors -- Introduction and Overview -- 1 Fresh Perspectives on Motivation, Engagement, and Identity: An Introduction -- 1.1 Setting the Scene -- 1.2 Genesis of the Book -- 1.3 The Affective Domain and Mathematics Education -- 1.4 About the Book -- 1.4.1 Overview -- 1.4.2 Interest, Motivation, and Values -- 1.4.3 Engagement and Flow -- 1.4.4 Identity -- 1.4.5 Conclusions -- References -- 2 Mathematics-Related Beliefs and Affect -- 2.1 About Beliefs, Affect, and Mathematics-Introduction -- 2.1.1 Setting the Context -- 2.1.2 Defining Beliefs-A Continuing Story -- 2.2 About Beliefs, Affect, and Mathematics: What We Think We Know -- 2.2.1 The Encyclopedia of Mathematics Education -- 2.2.2 The ICME-13 Topical Survey on Attitudes, Beliefs, Motivation and Identity in Mathematics Education -- 2.2.3 Research in Mathematics Education in Australasia 2012-2015 -- 2.3 About Beliefs, Affect, and Mathematics: New Directions? -- 2.3.1 From the PME Archives -- 2.4 About Beliefs, Affect, and Mathematics: Testing the Boundaries -- 2.5 Measuring Affect -- 2.5.1 Self-report Measures-Likert Scales -- 2.5.2 The Fennema-Sherman Scales and Gender Differences in Mathematics Learning -- 2.5.3 Projective Techniques -- 2.5.4 Observations -- 2.6 Enhanced Measures -- 2.6.1 Enhanced Self-report Measures -- 2.6.2 "Virtual" Observations -- 2.7 Physiological and Neurological Measures -- 2.7.1 From the PME Archives-Again -- 2.7.2 Some Contemporary Examples -- References -- Interest, Motivation, and Values -- 3 Multiple Solutions, The Experience of Competence, and Interest -- 3.1 Introduction -- 3.2 Theoretical Background -- 3.2.1 Interest -- 3.2.2 Experience of Competence -- 3.2.3 Multiple Solutions and Real-World Problems -- 3.3 Research Questions -- 3.4 Hypothesised Path Model.

3.4.1 Linking the Treatment Condition to the Experience of Competence -- 3.4.2 Linking the Treatment Condition to Interest at Post-test -- 3.4.3 Linking Experience of Competence to Interest at Post-test -- 3.4.4 Linking Prior Interest to Experience of Competence and Interest at Post-test -- 3.5 Method -- 3.5.1 Sample -- 3.5.2 Study Design -- 3.5.3 Treatment -- 3.5.4 Measures -- 3.5.5 Data Analysis -- 3.5.6 Treatment Fidelity -- 3.6 Results -- 3.6.1 Preliminary Results and Analysis of Treatment Effects -- 3.6.2 Effects of Constructing Multiple Solutions on Experience of Competence and Interest in Mathematics -- 3.6.3 Statistical Procedure and Analysis of Model Fit -- 3.6.4 Direct and Indirect Effects on Students' Interest -- 3.7 Discussion -- 3.8 Strengths and Limitations -- 3.9 Conclusion -- References -- 4 A Sociocultural Examination of Utility Value in Mathematics: The Role of Interdependence in Middle School Students' Perceptions of Usefulness -- 4.1 Introduction -- 4.2 Conceptual Framework -- 4.2.1 Expectancy-Value Model -- 4.2.2 Sociocultural Perspectives in Education -- 4.2.3 Models of the Self -- 4.3 Methods -- 4.3.1 Participants -- 4.3.2 Student Surveys -- 4.3.3 Ethnographic Classroom Observations -- 4.3.4 Student Interviews -- 4.3.5 Data Analysis -- 4.4 Findings -- 4.4.1 Emphasis on Usefulness in Mathematics -- 4.4.2 Emphasis on Interdependence -- 4.4.3 Connections Between Usefulness and Interdependence -- 4.5 Discussion -- 4.5.1 Emphasis on Usefulness -- 4.5.2 Interdependent Values -- 4.5.3 Connections Between Usefulness and Interdependence -- 4.5.4 Implications and Future Directions -- References -- 5 A Longitudinal Study of Mathematics and Science Motivation Patterns for STEM-Intending High Schoolers in the US -- 5.1 Introduction -- 5.2 Method -- 5.2.1 HSLS: 09 -- 5.2.2 Study Population -- 5.2.3 Motivation Scales -- 5.2.4 STEM Intention.

5.3 Results -- 5.3.1 Relationship Between Motivation Variables and STEM Career Intention -- 5.3.2 Volatility of STEM Career Intentions -- 5.4 Discussion -- References -- 6 Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender -- 6.1 Introduction and Background -- 6.2 Method -- 6.2.1 Study Design and Analysis -- 6.2.2 Participants -- 6.2.3 Measures of Social Support and Mathematics Achievement -- 6.2.4 Mediating and Moderating Variables -- 6.2.5 Control Variables -- 6.2.6 Statistical Approaches to the Hypothesised Model -- 6.2.7 Mediation and Moderation Analysis -- 6.3 Results -- 6.3.1 Overall Population Test of the Hypothesized Model -- 6.3.2 Cultural Comparison of the Mediational Model -- 6.3.3 Mediation Model Across Country -- 6.3.4 Moderated Mediation Models Across Country -- 6.4 Discussion -- References -- 7 Assessment and Structure of Secondary Students' Personal Meaning Related to Mathematics -- 7.1 Introduction -- 7.2 Theoretical Framework -- 7.2.1 Aspects of Meaning -- 7.2.2 Personal Meaning -- 7.3 Methods -- 7.3.1 Instrument -- 7.3.2 Data Collection and Sample -- 7.3.3 Data Analysis -- 7.4 Results -- 7.4.1 Scaling of Personal Meanings -- 7.4.2 Structure of Personal Meanings -- 7.5 Discussion -- 7.6 Further Perspectives -- References -- 8 Middle School Boys' and Girls' Own Expressions of Aspirations for Their Mathematics Learning -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.2.1 Perspectives on Intrinsic Motivation -- 8.2.2 Extrinsic Motivational Factors in the Classroom Environment -- 8.3 Research Design -- 8.3.1 The Participants -- 8.3.2 Coding the Students' Responses -- 8.4 Discussion of Findings -- 8.4.1 The Nature of Students' Aspirations -- 8.4.2 Evidence of Goal Orientations in Boys' and Girls' Spontaneously Generated Responses -- 8.5 Conclusion -- References.

9 Implications of Training in Incremental Theories of Intelligence for Undergraduate Statistics Students -- 9.1 Introduction -- 9.2 Relevant Literature -- 9.2.1 Undergraduate Statistics Courses -- 9.2.2 Theoretical Foundations -- 9.2.3 Cognitive Learning Theory -- 9.2.4 Gender Stereotypes -- 9.3 Method -- 9.3.1 Population and Sample -- 9.3.2 Instrumentation -- 9.3.3 Growth Mind-Set Treatments -- 9.3.4 Data Collection -- 9.3.5 Data Analysis -- 9.4 Results -- 9.4.1 Response Rate and Demographics -- 9.4.2 Attitude Toward Statistics -- 9.4.3 Mastery of Statistics -- 9.5 Summary, Conclusions, Discussions, and Recommendations -- 9.5.1 Summary -- 9.5.2 Conclusions -- 9.5.3 Discussion -- 9.5.4 Recommendations -- References -- 10 A Commentary: Extending the Research Discourse from Interests and Beliefs to Values -- 10.1 Introduction -- 10.1.1 Not Just Values, But Also, Values in Mathematics Education -- 10.1.2 Valuing Mathematics and Valuing Attributes of Mathematics -- 10.1.3 The Relevance of Values to Contemporary Mathematics Curriculum Reforms -- 10.2 Comparing Results -- 10.2.1 Values Alignment -- 10.2.2 Values Intervention Programs for Mathematics Classes -- 10.2.3 Research Methodological Concerns -- References -- Engagement and Flow -- 11 Intertwinement of Rationality and Emotions in Mathematics Teaching: A Case Study -- 11.1 Introduction -- 11.2 Theoretical Framework -- 11.3 Methodology -- 11.4 Data Analysis -- 11.5 Discussion and Conclusion -- References -- 12 Teachers' Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher -- 12.1 Introduction -- 12.2 Perspective and Conceptual Framework -- 12.3 Methodology -- 12.3.1 Research Question -- 12.3.2 Study Design -- 12.3.3 Participant Context -- 12.3.4 Data Sources and Analyses -- 12.4 Mykia's Powerful Mathematical Affect.

12.4.1 Evidence of Mykia's Engagement Structures -- 12.5 Adam's Mathematical Affect -- 12.5.1 Evidence of Adam's Engagement Structures -- 12.6 Comparison Points from the Two Case Studies -- 12.7 Discussion and Implications: Engagement Structures as Overarching in Mathematics Teaching and Learning -- References -- 13 Exploring Flow in Pre-service Primary Teachers Doing Measurement Tasks -- 13.1 Introduction -- 13.2 Flow Theory -- 13.2.1 Flow Experiences in Education -- 13.2.2 Flow and Mathematics Education -- 13.2.3 Flow in Pre-service Teachers and In-Service Teachers -- 13.3 The Present Study -- 13.4 Phase 1 -- 13.4.1 Participants -- 13.4.2 Tasks -- 13.4.3 The Flow Questionnaire -- 13.4.4 Results -- 13.5 Phase 2: Factors Influencing Flow -- 13.5.1 Results -- 13.6 Conclusion and Discussion -- References -- 14 A Commentary: Accounting-of and Accounting-for the Engagement of Teachers and Teaching -- 14.1 Introduction -- 14.1.1 Engagement Structures -- 14.1.2 Studenting -- 14.1.3 Flow -- 14.1.4 Modes of Engagement -- 14.2 Engagement of Teachers and Teaching -- 14.2.1 Teachers' Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher -- 14.2.2 Exploring Flow in Pre-service Primary Teachers Doing Measurement Tasks -- 14.2.3 The Intertwinement of Rationality and Emotions in the Mathematics Teaching: A Case Study -- References -- Identity -- 15 The Interplay of Rationality and Identity in a Mathematical Group Work -- 15.1 Introduction -- 15.2 Literature Background: Group Work -- 15.3 Theoretical Framework -- 15.3.1 Group Work in a Sociocultural Perspective -- 15.3.2 Identity -- 15.3.3 Rationality -- 15.3.4 Networking Identity and Rationality -- 15.4 Purpose of the Research -- 15.5 Method -- 15.6 Data Analysis -- 15.6.1 Example 1 -- 15.6.2 Example 2 -- 15.7 Findings -- 15.8 Conclusions.

15.9 Further Developments and Implications for Practice.