Affect and mathematics education : fresh perspectives on motivation, engagement, and identity
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-re...
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| Main Authors: | , , , , |
|---|---|
| Format: | eBook Book |
| Language: | English |
| Published: |
Cham
Springer Open
2019
Springer Nature Springer International Publishing AG Springer International Publishing |
| Edition: | 1 |
| Series: | ICME-13 Monographs |
| Subjects: | |
| ISBN: | 3030137600, 9783030137601, 3030137619, 9783030137618 |
| Online Access: | Get full text |
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Table of Contents:
- 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
- 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
- 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
- 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
- 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