Teaching and Learning in Maths Classrooms

Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction

Nonfiction, Health & Well Being, Psychology, Cognitive Psychology, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Teaching and Learning in Maths Classrooms by , Springer International Publishing
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Author: ISBN: 9783319492322
Publisher: Springer International Publishing Publication: May 3, 2017
Imprint: Springer Language: English
Author:
ISBN: 9783319492322
Publisher: Springer International Publishing
Publication: May 3, 2017
Imprint: Springer
Language: English

The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies.  The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies.  The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.

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