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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-related affect, the
book is divided into three main sections: motivation and values,
engagement, and identity in mathematics education. Each section
comprises several independent chapters based on original research,
as well as a reflective commentary by an expert in the area.
Collectively, the chapters present a rich methodological spectrum,
from narrative analysis to structural equation modelling. In the
final chapter, the editors look ahead to future directions in the
area of mathematics-education-related affect. It is a timely
resource for all those interested in the interaction between affect
and mathematics education.
Originally published in 1989. This book addresses a number of
issues integral to the education of girls in Australia. Among these
are: teacher practices inside and outside the classroom,
co-education versus single-sex schooling, curriculum design,
students' self-esteem and long-term aspirations. Intervention
programs which tackle these issues - in mathematics, science and
sport - are described and evaluated. Throughout, the collection
functions as a meeting ground for practice and current research.
Originally published in 1989. This book addresses a number of
issues integral to the education of girls in Australia. Among these
are: teacher practices inside and outside the classroom,
co-education versus single-sex schooling, curriculum design,
students' self-esteem and long-term aspirations. Intervention
programs which tackle these issues - in mathematics, science and
sport - are described and evaluated. Throughout, the collection
functions as a meeting ground for practice and current research.
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-related affect, the
book is divided into three main sections: motivation and values,
engagement, and identity in mathematics education. Each section
comprises several independent chapters based on original research,
as well as a reflective commentary by an expert in the area.
Collectively, the chapters present a rich methodological spectrum,
from narrative analysis to structural equation modelling. In the
final chapter, the editors look ahead to future directions in the
area of mathematics-education-related affect. It is a timely
resource for all those interested in the interaction between affect
and mathematics education.
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