From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (Advances in Mathematics Education)

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? Front Matter....Pages i-xix Front Matter....Pages 1-1 Towards a Participatory Approach to ‘Beliefs’ in Mathematics Education....Pages 3-23 Of Love, Frustration, and Mathematics: A Cultural-Historical Approach to Emotions in Mathematics Teaching and Learning....Pages 25-49 The Construct of Attitude in Mathematics Education....Pages 51-72 Networking Theories to Understand Beliefs and Their Crucial Role in Mathematics Education....Pages 73-93 Developments in Mathematics Teachers’ Efficacy Beliefs....Pages 95-117 Reaction to Section 1: Faith, Hope and Charity: Theoretical Lenses on Affect....Pages 119-134 Front Matter....Pages 135-135 Students’ Non-realistic Mathematical Modeling as a Drawback of Teachers’ Beliefs About and Approaches to Word Problem Solving....Pages 137-156 Students’ Attitudes Towards Mathematics Across Lower Secondary Schools in Shanghai....Pages 157-178 Domain-Specific Belief Systems of Secondary Mathematics Teachers....Pages 179-200 Meta-emotion and Mathematical Modeling Processes in Computerized Environments....Pages 201-226 Effects of Motivation on the Belief Systems of Future Mathematics Teachers from a Comparative Perspective....Pages 227-243 Affect and Gender....Pages 245-268 Reaction to Section 2: The Relevance of Affective Systems and Social Factors: A Commentary....Pages 269-277 Front Matter....Pages 279-279 Analyzing Data and Drawing Conclusion on Teachers’ Beliefs....Pages 281-294 PCK and the Awareness of Affective Aspects Reflected in Teachers’ Views About Learning Opportunities – A Conflict?....Pages 295-318 Preschool Teachers’ Knowledge and Self-Efficacy Needed for Teaching Geometry: Are They Related?....Pages 319-337 A Specific Language Towards a New Conceptual Framework for Networking Methodologies in the Field of Affect....Pages 339-354 Studying the Factorial Structure of Ghanaian Twelfth-Grade Students’ Views on Mathematics....Pages 355-381 Reaction to Section 3: Some Methodological Reflections on Studies of Mathematical Affect....Pages 383-393 Back Matter....Pages 395-407