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This book presents a literature review of and a state-of-the-art
glimpse into current research on affect-related aspects of teaching
and learning in and beyond mathematics classrooms. Then, research
presented at the MAVI 25 Conference, which took place in Intra
(Italy) in June 2019, is grouped in thematic strands that capture
cutting-edge issues related to affective components of learning and
teaching mathematics. The concluding chapter summarises the main
messages and sketches future directions for research on affect in
mathematics education. The book is intended for researchers in
mathematics education and especially graduate students and PhD
candidates who are interested in emotions, attitudes, motivations,
beliefs, needs and values in mathematics education.
This book presents a literature review of and a state-of-the-art
glimpse into current research on affect-related aspects of teaching
and learning in and beyond mathematics classrooms. Then, research
presented at the MAVI 25 Conference, which took place in Intra
(Italy) in June 2019, is grouped in thematic strands that capture
cutting-edge issues related to affective components of learning and
teaching mathematics. The concluding chapter summarises the main
messages and sketches future directions for research on affect in
mathematics education. The book is intended for researchers in
mathematics education and especially graduate students and PhD
candidates who are interested in emotions, attitudes, motivations,
beliefs, needs and values in mathematics education.
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.
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.
Il libro ha origine dall'attivita svolta durante il progetto
BetOnMath, un'esperienza di Matematica Civile finalizzata alla
prevenzione dell'abuso di gioco d'azzardo tra gli studenti della
scuola secondaria di secondo grado attraverso un insegnamento
innovativo della matematica. In particolare, durante il progetto
gli autori del libro hanno sviluppato un percorso didattico
modulare sulla matematica del gioco d'azzardo che gli insegnanti di
matematica delle scuole secondarie possono utilizzare sia per
introdurre gli strumenti di base del calcolo delle probabilita sia
per sensibilizzare sui rischi legati al gioco d'azzardo.Il libro
descrive i pilastri metodologici e concettuali che hanno guidato la
concezione e dato forma al percorso didattico, ovvero la centralita
del ruolo dell'insegnante, l'uso dei simulatori di gioco,
l'importanza delle attivita di gruppo e il ruolo delle emozioni
nell'affrontare e comprendere nuovi concetti matematici. Nel libro,
ciascuno di questi pilastri e trattato sia mediante una discussione
teorica che attraverso la presentazione di specifici esempi tratti
da reali situazioni d'aula vissute dagli insegnanti che hanno
utilizzato il percorso didattico nelle loro classi. L'ultima parte
del libro, scritta in collaborazione con gli esperti di psicologia
della dipendenza dell'associazione AND (Azzardo e Nuove
Dipendenze), e dedicata ad una indagine volta ad analizzare le
attitudini degli studenti di scuola secondaria nei confronti del
gioco d'azzardo. L'ampiezza e la varieta del campione analizzato
rende tale analisi di particolare rilievo per meglio comprendere il
contesto all'interno del quale ha operato il progetto BetOnMath.
MOOC: http: //betonmath.polimi.it/mooc
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