This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the decisive variable of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological tools in affect research and introduces the new field of collectives to explore affect systems in diverse settings.

Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals and collectives affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools usedand needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers and pupils affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?"

This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable� of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?

This ICME-13 Topical Survey reviews the state-of-the-art by first exploring the roots and scope of design science. Second, it presents two examples of current design science projects that focus on substantial learning environments including a student and a teacher perspective. Subsequently, the book elaborates on how empirical research can be conceptualised within design science. Lastly, it explores developments in design science from a national and international perspective, while also discussing current trends in design research. Within the German-language tradition, considering 'mathematics education as a design science' primarily draws on the works of Wittmann. The core of this approach constitutes designing and investigating learning environments that involve substantial mathematics.

Dieses Buch entwickelt Qualifikationsstandards im Bereich der Lehrerfortbildung im Fach Mathematik und versammelt Best-Practice-Beispiele aus allen Bereichen der Arbeit des Deutschen Zentrums fur Lehrerbildung Mathematik (DZLM), der zentralen Anlaufstelle fur Lehrerfortbildungen in der Mathematik. Es gibt moeglichst plastisch Auskunft uber Massnahmen, ihre Ziele, ihre Struktur und die Ergebnisse. Die Zielgruppe des Buches sind FachberaterInnen und sogenannte MultiplikatorInnen (d.h. Personen, die andere fachlich bzw. fachdidaktisch beraten, aus- und fortbilden), LehrerInnen, Verantwortliche fur Fortbildungen in den Landesinstituten und Schulamtern sowie FachdidakterInnen.

Der vorliegende Band umfasst Beitrage von Expertinnen und Experten verschiedener Disziplinen zum fachfremd erteilten Mathematikunterricht in Deutschland. Prasentiert werden neben UEberblicks- und Diskussionsbeitragen aktuelle Forschungsbefunde zum Quer- bzw. Seiteneinstieg und zu fachfremd tatigen Lehrkraften sowie Konzepte der Lehrerfortbildung im Fach Mathematik. Die Herausgeberinnen: PD Dr. Raphaela Porsch ist Akademische Ratin am Institut fur Erziehungswissenschaft im Arbeitsbereich "Schulpadagogik/Schul- und Unterrichtsforschung" der Westfalischen Wilhelms-Universitat Munster. Prof. Dr. Bettina Roesken-Winter ist Professorin am Institut fur Erziehungswissenschaften der Humboldt-Universitat zu Berlin mit dem Schwerpunkt "Mathematik fur die Primarstufe".