Titlebook: Attitudes, Beliefs, Motivation and Identity in Mathematics Education; An Overview of the F Markku S. Hannula,Pietro Di Martino,Gerald A Gol

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https://doi.org/10.1007/978-3-319-32811-9Attitude; Self-efficacy; Teachers‘ Beliefs; Identity; Motivation; Engagement Structures; Social Behavior; I

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Markku S. Hannula,Pietro Di Martino,Gerald A GoldiProvides an up-to-date overview of research on affect in mathematics education.Offers a broad introduction to different dimensions and categories of affect.Includes suggestions for further reading.Inc

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ICME-13 Topical Surveyshttp://image.papertrans.cn/b/image/164901.jpg

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Massimiliano Maggioni,Giuseppe Turchettiom leading experts in different areas. We describe the historical development of the concept of attitude and different ways it is defined. Research on students’ self-efficacy beliefs in mathematics is summarized. There is reflection on the dialectic relationship between teachers’ beliefs and practic

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Attitudes, Beliefs, Motivation and Identity in Mathematics Education978-3-319-32811-9Series ISSN 2366-5947 Series E-ISSN 2366-5955

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Attitudes, Beliefs, Motivation, and Identity in Mathematics Education,om leading experts in different areas. We describe the historical development of the concept of attitude and different ways it is defined. Research on students’ self-efficacy beliefs in mathematics is summarized. There is reflection on the dialectic relationship between teachers’ beliefs and practic

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Book‘‘‘‘‘‘‘‘ 2016e three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories..