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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.
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.
Maike Vollstedt entwickelt im Rahmen einer
rekonstruktiv-empirischen Studie ein Modell von Sinnkonstruktion
schulischen Mathematiklernens aus der Perspektive der Schulerinnen
und Schuler. Basierend auf fokussierten Interviews mit Jugendlichen
aus Deutschland und Hongkong entwickelt sie eine Typologie fur
Sinnkonstruktionsprozesse. Die landesspezifischen Ergebnisse werden
aus einer kulturellen Perspektive reflektiert."
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