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

Description

This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education. Front Matter ....Pages i-xii Front Matter ....Pages 1-1 Fresh Perspectives on Motivation, Engagement, and Identity: An Introduction (Markku S. Hannula, Gilah C. Leder, Francesca Morselli, Maike Vollstedt, Qiaoping Zhang)....Pages 3-14 Mathematics-Related Beliefs and Affect (Gilah C. Leder)....Pages 15-35 Front Matter ....Pages 37-37 Multiple Solutions, The Experience of Competence, and Interest (Kay Achmetli, Stanislaw Schukajlow)....Pages 39-65 A Sociocultural Examination of Utility Value in Mathematics: The Role of Interdependence in Middle School Students’ Perceptions of Usefulness (Tracy E. Dobie)....Pages 67-88 A Longitudinal Study of Mathematics and Science Motivation Patterns for STEM-Intending High Schoolers in the US (James A. Middleton, Daniel Mangu, Andrew Lee)....Pages 89-105 Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender (Emmanuel Adu-tutu Bofah, Markku S. Hannula)....Pages 107-136 Assessment and Structure of Secondary Students’ Personal Meaning Related to Mathematics (Maike Vollstedt, Christoph Duchhardt)....Pages 137-164 Middle School Boys’ and Girls’ Own Expressions of Aspirations for Their Mathematics Learning (Karina Joyce Wilkie)....Pages 165-194 Implications of Training in Incremental Theories of Intelligence for Undergraduate Statistics Students (Valorie Zonnefeld)....Pages 195-218 A Commentary: Extending the Research Discourse from Interests and Beliefs to Values (Wee Tiong Seah)....Pages 219-230 Front Matter ....Pages 231-231 Intertwinement of Rationality and Emotions in Mathematics Teaching: A Case Study (Marina De Simone)....Pages 233-253 Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher (Deena Khalil, Elizabeth Lake, Ayanna Johnson)....Pages 255-282 Exploring Flow in Pre-service Primary Teachers Doing Measurement Tasks (Ana Belén Montoro, Francisco Gil)....Pages 283-308 A Commentary: Accounting-of and Accounting-for the Engagement of Teachers and Teaching (Peter Liljedahl)....Pages 309-320 Front Matter ....Pages 321-321 The Interplay of Rationality and Identity in a Mathematical Group Work (Laura Branchetti, Francesca Morselli)....Pages 323-344 Belief Changes in the Transition from University Studies to School Practice (Ralf Erens, Andreas Eichler)....Pages 345-373 The Struggle for Recognition and the Professional Identities of Mathematics Teachers (Clyde B. A. Felix)....Pages 375-396 Teachers’ Professional Identity (Andreas Karaolis, George N. Philippou)....Pages 397-417 Identity at the Crossroads, Collision or Conciliation? A Commentary (Einat Heyd-Metzuyanim)....Pages 419-428 Front Matter ....Pages 429-429 Fresh Perspectives on Motivation, Engagement, and Identity: A Conclusion (Markku S. Hannula, Gilah C. Leder, Francesca Morselli, Maike Vollstedt, Qiaoping Zhang)....Pages 431-437