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.