Views and Beliefs in Mathematics Education : (The Role of Beliefs in the Classroom)

Chapter 1.Are researchers in educational theory free of beliefs - in contrast to students and teachers? - is there an overseen research problem or are there ‘blank spots’? -- Part I. Pupils’ and students’ views and beliefs of mathematics -- Chapter 2. Engagement in mathematics forums in a massive open online course (MOOC) -- chapter 3. Affect as a system: the case of Sara -- Chapter 4. The roles of teacher and parent attitudes and some student characteristics on confidence in learning mathematics -- Chapter 5. Valuing from children’s perspectives as a lens to understand mathematics learning: the case of Hong Kong -- Chapter 6. Value-focused thinking in the mathematics classroom: engaging students in decision-making through socially open-ended problem solving -- Chapter 7. Young students’ feelings towards problem solving tasks: what does “success” imply? -- Chapter 8. Beliefs and values in upper secondary school students’ mathematical reasoning -- Chapter 9. Attributional beliefs during problem solving -- Chapter 10. Evaluation of an approach of professional role reflection in mathematics education -- Chapter 11. It’s all about motivation? - a case study concerning dropout and persistence in university mathematics -- Part II. Teachers’ views and beliefs of mathematics -- Chapter 12. How to understand changes in novice mathematics teachers’ talk about good mathematics teaching? -- Chapter 13. Domain specificity of mathematics teachers’ beliefs and goals -- Chapter 14. Teachers’ beliefs about knowledge of teaching and their impact on teaching practices -- Chapter 15. Positive education and teaching for productive disposition in mathematics -- Chapter 16. From relationships in affect toward an attuned mathematics teacher -- Chapter 17. The role of mathematics teachers’ views for their competence of analysing classroom situations -- Chapter 18. Teaching via problem solving or teacher-centric access - teachers’ views and beliefs -- Chapter 19. The evaluation of a questionnaire for studying teachers’ beliefs on their practice (TBTP) -- Chapter 20. The role of technology in calculus teaching-beliefs of novice secondary teachers -- Chapter 21. Technology-related beliefs and the mathematics classroom: development of a measurement instrument for pre- and in-service teachers The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. 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. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment