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Teaching and Learning in Maths Classrooms

Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction

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  • © 2017

Overview

Editors:
  1. Chiara Andrà

    1. Dipartimento di Matematica, Politecnico di Milano, Milano, Italy

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  2. Domenico Brunetto

    1. Dipartimento di Matematica, Politecnico di Milano, Milano, Italy

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  3. Esther Levenson

    1. School of Education, Tel Aviv University, Tel Aviv, Israel

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  4. Peter Liljedahl

    1. Faculty of Education, Simon Fraser University, Burnaby, Canada

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  • Presents cutting-edge research results on affective issues in teaching and learning math
  • Offers new tools to measure and analyze affective factors in students’ and teachers’ mathematical activities in the classroom
  • Features in-depth analysis of relevant issues related to affective factors in teaching and learning math

Part of the book series: Research in Mathematics Education (RME)

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Table of contents (27 chapters)

  1. Front Matter

    Pages i-xxiii
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  2. Introduction

    • Esther Levenson
    Pages 1-4

  3. Classroom Practices: Explanation, Problem-Solving, Patterning, Decision-Making, Drawings and Games

    1. Front Matter

      Pages 5-5
      Download chapter PDF

    2. Prospective Primary Teachers’ Beliefs Regarding the Roles of Explanations in the Classroom

      • Esther Levenson, Ruthi Barkai
      Pages 7-16

    3. Defining, Drawing, and Continuing Repeating Patterns: Preschool Teachers’ Self-efficacy and Knowledge

      • Dina Tirosh, Pessia Tsamir, Esther Levenson, Ruthi Barkai, Michal Tabach
      Pages 17-26

    4. Primary School Students’ Images of Problem Solving in Mathematics

      • Hanna Palmér, Lena Karlsson
      Pages 27-35

    5. Secondary School Mathematics Teachers’ Conceptions on Data-Based Decision-Making: Insights from Four Japanese Cases

      • Orlando González
      Pages 37-47

    6. Teachers’ Activities During a Mathematics Lesson as Seen in Third Graders’ Drawings

      • Maija Ahtee, Liisa Näveri, Erkki Pehkonen
      Pages 49-58

    7. Serious Frivolity: Exploring Play in UK Secondary Mathematics Classrooms

      • Elizabeth Lake
      Pages 59-69

  4. Teachers’ Beliefs, Changing Beliefs and the Role of the Environment

    1. Front Matter

      Pages 71-71
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    2. In-Service Math Teachers’ Autobiographical Narratives: The Role of Metaphors

      • Chiara Andrà
      Pages 73-82

    3. A Contribution to the Relation Between Teachers’ Professed and Enacted Beliefs

      • Andreas Eichler, Katinka Bräunling, Hanna Männer
      Pages 83-93

    4. Raising Attainment: What Might We Learn from Teachers’ Beliefs About Their Best and Worst Mathematics Students?

      • Kim Beswick
      Pages 95-106

    5. Numeracy Task Design: A Case of Changing Mathematics Teaching Practice

      • Peter Liljedahl
      Pages 107-117

    6. Math Lessons: From Flipped to Amalgamated, from Teacher- to Learner-Centered

      • Domenico Brunetto, Igor Kontorovich
      Pages 119-129

    7. Emotional Expressions as a Window to Processes of Change in a Mathematics Classroom’s Culture

      • Einat Heyd-Metzuyanim
      Pages 131-140

    8. Mathematics Teachers’ Conceptions of the Classroom Environment

      • Magnus Fahlström
      Pages 141-151

  5. Understanding the Undercurrents: Tensions, Inconsistencies and the Social Turn

    1. Front Matter

      Pages 153-153
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    2. Teacher Tensions: The Case of Naomi

      • Annette Rouleau, Peter Liljedahl
      Pages 155-162

    3. Towards Inconsistencies of Parents’ Beliefs About Teaching and Learning Mathematics

      • Natascha Albersmann, Marc Bosse
      Pages 163-173
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Keywords

About this book

The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies.  The last section of this book takes a look at emerging themes in affect-related research, witha particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.

Reviews

“Teaching and Learning in Maths Classrooms … is an important book, as it presents a variety of emerging issues in the affective domain of mathematics education. … I recommend this book to researchers in an early stage of their career, those who need a fresh perspective towards affect-related research and those looking to learn more from various research designs and analyses.” (Woong Lim, MAA Reviews, October, 2017)

Editors and Affiliations

  • Dipartimento di Matematica, Politecnico di Milano, Milano, Italy

    Chiara Andrà, Domenico Brunetto

  • School of Education, Tel Aviv University, Tel Aviv, Israel

    Esther Levenson

  • Faculty of Education, Simon Fraser University, Burnaby, Canada

    Peter Liljedahl

About the editors

Domenico Brunetto is a young researcher at the Mathematics Department, Polytechnic of Milan. His research interests are: the usage of multimedia (especially MOOCs) in classroom practice, the interaction between students in small and large groups, and network analysis. His current research project analyses and models student interactions, both online and in the classroom, using opinion dynamics models adapted to the teaching-learning context.

Chiara Andrà is a post-doctoral fellow at the Mathematics Department, Polytechnic of Milan. Her research interests include: intuitions in probability, social interactions in small group activities in the math classroom, the transition from secondary to tertiary education, and mathematics teacher education.

Esther Levenson is a researcher and instructor at the Department of Mathematics, Science and Technology Education at Tel-Aviv University, and at the Kibbuztim College of Education. In her PhD study she investigated mathematically and practically based explanations in the elementary school, especially individual preferences and socio-mathematical norms. Her current research interests include: fostering mathematical creativity among students and teachers, developing mathematical thinking among preschool children and their teachers, and the role that examples play in eliciting explanations. She serves on the editorial board of Educational Studies in Mathematics, and the Journal of Mathematics Teacher Education.

Peter Liljedahl is an Associate Professor of Mathematics Education at the Faculty of Education, an associate member of the Department of Mathematics, and co-director of the David Wheeler Institute for Research in Mathematics Education at Simon Fraser University in Vancouver, CA. He is also the president of the IGPME. He is a former high school mathematics teacher who has kept his research interests close to the classroom. These include: creativity, insight, and discovery in mathematics teaching and learning; the role of the affective domain on the teaching and learning of mathematics; the professional growth of mathematics teachers; mathematical problem solving; and numeracy.

Bibliographic Information

  • Book Title: Teaching and Learning in Maths Classrooms

  • Book Subtitle: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction

  • Editors: Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl

  • Series Title: Research in Mathematics Education

  • DOI: https://doi.org/10.1007/978-3-319-49232-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2017

  • Hardcover ISBN: 978-3-319-49231-5Published: 10 May 2017

  • Softcover ISBN: 978-3-319-84110-6Published: 08 May 2018

  • eBook ISBN: 978-3-319-49232-2Published: 03 May 2017

  • Series ISSN: 2570-4729

  • Series E-ISSN: 2570-4737

  • Edition Number: 1

  • Number of Pages: XXIII, 292

  • Number of Illustrations: 9 b/w illustrations, 4 illustrations in colour

  • Topics: Mathematics Education, Teaching and Teacher Education, Cognitive Psychology, Personality and Social Psychology, Knowledge - Discourse, Educational Technology

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