Affect and Mathematics Education: Fresh Perspectives on Motivation, Engagement, and Identity (ICME-13 Monographs)

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. ; Presents a selection of current empirical studies, and a visionary chapter on future directions Includes recent developments in the areas of motivation, engagement, and identity Provides a broad spectrum of theoretical and methodological approaches Front Matter ....Pages i-xii Front Matter ....Pages 1-1 Fresh Perspectives on Motivation, Engagement, and Identity: An Introduction (Markku S. Hannula, Gilah C. Leder, Francesca Morselli, Maike Vollstedt, Qiaoping Zhang)....Pages 3-14 Mathematics-Related Beliefs and Affect (Gilah C. Leder)....Pages 15-35 Front Matter ....Pages 37-37 Multiple Solutions, The Experience of Competence, and Interest (Kay Achmetli, Stanislaw Schukajlow)....Pages 39-65 A Sociocultural Examination of Utility Value in Mathematics: The Role of Interdependence in Middle School Students’ Perceptions of Usefulness (Tracy E. Dobie)....Pages 67-88 A Longitudinal Study of Mathematics and Science Motivation Patterns for STEM-Intending High Schoolers in the US (James A. Middleton, Daniel Mangu, Andrew Lee)....Pages 89-105 Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender (Emmanuel Adu-tutu Bofah, Markku S. Hannula)....Pages 107-136 Assessment and Structure of Secondary Students’ Personal Meaning Related to Mathematics (Maike Vollstedt, Christoph Duchhardt)....Pages 137-164 Middle School Boys’ and Girls’ Own Expressions of Aspirations for Their Mathematics Learning (Karina Joyce Wilkie)....Pages 165-194 Implications of Training in Incremental Theories of Intelligence for Undergraduate Statistics Students (Valorie Zonnefeld)....Pages 195-218 A Commentary: Extending the Research Discourse from Interests and Beliefs to Values (Wee Tiong Seah)....Pages 219-230 Front Matter ....Pages 231-231 Intertwinement of Rationality and Emotions in Mathematics Teaching: A Case Study (Marina De Simone)....Pages 233-253 Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher (Deena Khalil, Elizabeth Lake, Ayanna Johnson)....Pages 255-282 Exploring Flow in Pre-service Primary Teachers Doing Measurement Tasks (Ana Belén Montoro, Francisco Gil)....Pages 283-308 A Commentary: Accounting-of and Accounting-for the Engagement of Teachers and Teaching (Peter Liljedahl)....Pages 309-320 Front Matter ....Pages 321-321 The Interplay of Rationality and Identity in a Mathematical Group Work (Laura Branchetti, Francesca Morselli)....Pages 323-344 Belief Changes in the Transition from University Studies to School Practice (Ralf Erens, Andreas Eichler)....Pages 345-373 The Struggle for Recognition and the Professional Identities of Mathematics Teachers (Clyde B. A. Felix)....Pages 375-396 Teachers’ Professional Identity (Andreas Karaolis, George N. Philippou)....Pages 397-417 Identity at the Crossroads, Collision or Conciliation? A Commentary (Einat Heyd-Metzuyanim)....Pages 419-428 Front Matter ....Pages 429-429 Fresh Perspectives on Motivation, Engagement, and Identity: A Conclusion (Markku S. Hannula, Gilah C. Leder, Francesca Morselli, Maike Vollstedt, Qiaoping Zhang)....Pages 431-437 This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field. Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions. What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education. The first chapter in each section identifies and analyzes historical antecedents The "middle" chapters draw attention to present-day key issues and themes The final chapter in each section reflect on policy matters and future directions We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education "Are students well prepared to meet the challenges of the future? Can they analyse, reason and communicate their ideas effectively? Have they found the kinds of interests they can pursue throughout their lives as productive members of the economy and society? The OECD Programme for International Student Assessment (PISA) seeks to answer these questions through the most comprehensive and rigorous international assessment of student knowledge and skills. PISA 2012 Assessment and Analytical Framework presents the conceptual framework underlying the fifth cycle of PISA. Similar to the previous cycles, the 2012 assessment covers reading, mathematics and science, with the major focus on mathematical literacy. Two other domains are evaluated: problem solving and financial literacy. Students respond to a background questionnaire and, as an option, to an educational career questionnaire as well as another questionnaire about Information and Communication Technologies (ICTs). Additional supporting information is gathered from the school authorities through the school questionnaire and from the parents through a third optional questionnaire. Sixty-six countries and economies, including all 34 OECD member countries, are taking part in the PISA 2012 assessment." --Back cover The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.​ This open access book, inspired by the ICME 13 topic study group zAffect, beliefs and identity in mathematics educationy, 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