Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference

Description

This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom. Among the topics discussed: The relationship between proxies for learning and mathematically related beliefs. Teaching for entrepreneurial and mathematical competences. Prospective teachers’ conceptions of the concepts mean, median, and mode. Prospective teachers’ approach to reasoning and proof The impact of assessment on students’ experiences of mathematics. Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels. Front Matter ....Pages i-xiv Relationship Between Proxies for Learning and Mathematically Related Beliefs (Peter Liljedahl)....Pages 1-11 Teaching for Entrepreneurial and Mathematical Competences: Teachers Stepping Out of Their Comfort Zone (Hanna Palmér, Maria Johansson, Lena Karlsson)....Pages 13-23 Creating Tension Between Action and Intent (Annette Rouleau, Peter Liljedahl)....Pages 25-32 University Teaching Assistants’ Metaphors About Teachers’ Role (Susanna Oksanen, Juulia Lahdenperä, Johanna Rämö)....Pages 33-42 Prospective Teachers’ Conceptions of the Concepts Mean, Median and Mode (Karin Kihlblom Landtblom)....Pages 43-52 Prospective Teachers’ Approach to Reasoning and Proof: Affective and Cognitive Issues (Dorte Moeskær Larsen, Camilla Hellsten Østergaard, Jeppe Skott)....Pages 53-63 Using Cases and Events in Teacher Education: Prospective Teachers’ Preferences (Pessia Tsamir, Dina Tirosh, Esther Levenson, Ruthi Barkai)....Pages 65-75 Developing and Trialling a Simple-to-Use Instrument for Surveying Teacher Education Students’ Mathematics-Related Beliefs (Judy Sayers, Paul Andrews)....Pages 77-87 The PISA Mathematics Self-Efficacy Scale: Questions of Dimensionality and a Latent Class Concerning Algebra (Boris Girnat)....Pages 89-99 The Influence of Assessment on Students’ Experiences of Mathematics (Helena Roos)....Pages 101-111 Gjennomgang and Genomgång: Same or Different? (Paul Andrews, Mona Nosrati)....Pages 113-124 Temporal Norms of the Typical Mathematics Lesson: Norwegian and Swedish Students’ Perspectives (Mona Nosrati, Paul Andrews)....Pages 125-134 Grade 9 Students’ Reasoning About Division of Fractions: What Are their Arguments Anchored in? (Lovisa Sumpter)....Pages 135-143 Back Matter ....Pages 145-148