000 04143nam a22005295i 4500
999 _c101536
_d101536
001 978-3-030-04432-9
003 DE-He213
005 20210116133239.0
007 cr nn 008mamaa
008 190603s2019 gw | s |||| 0|eng d
020 _a9783030044329
024 7 _a10.1007/978-3-030-04432-9
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aAffect in Mathematical Modeling
_h[electronic resource] /
_cedited by Scott A. Chamberlin, Bharath Sriraman.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aVI, 332 p. 46 illus., 23 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aAdvances in Mathematics Education,
_x1869-4918
505 0 _aSection I -- Commentary: Commentary on Affect, Cognition and Metacognition in Mathematical Modelling -- Chapter 1: The construct of affect in mathematical modelling -- Chapter 2: Metacognition in mathematical modelling-an overview -- Chapter 3: Principles for designing research settings to study spontaneous metacognitive activity -- Chapter 4: Engagement structures and the development of mathematical ideas -- Commentary: The what and why of modeling -- Commentary: Engaging students in mathematical modeling: Themes and issues -- Chapter 5: Exploring a conative perspective on mathematical engagement -- Chapter 6: Exploring teachers’ epistemic beliefs and emotions in inquiry-based teaching of mathematics -- Chapter 7: Mathematics learning experiences: The practice of happiness and the happiness of practice -- Chapter 8: Development of modelling routines and its relation to identity construction -- Commentary: Commentary on section III: Connections to theory and practice -- Chapter 9: Flow and mathematical modelling: Issues of balance -- Chapter 10: The complex relationship between mathematical modelling and attitude towards mathematics -- Chapter 11: Teaching modeling problems and its effects on students’ engagement and attitude toward mathematics -- Chapter 12: Affect and mathematical modelling assessment-A case study on students’ experience of challenge and flow during a compulsory mathematical modelling task by engineering students -- Chapter 13: Flow and Modelling -- Chapter 14: A coda on affect.
520 _aIn the book, the relationship between affect and modeling is discussed because, as educational psychologists have suggested for decades, affect directly influences achievement. Moreover, given the importance of mathematical modeling and the applications to high level mathematics, it provides the field of mathematics psychology with insight regarding affect, in relation to mathematical modeling. By doing so it helps determine the degree to which understanding of mathematics and understanding affect in mathematical modeling episodes may have a direct effect on cognition. .
650 0 _aMathematics—Study and teaching .
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 1 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
700 1 _aChamberlin, Scott A.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aSriraman, Bharath.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030044312
776 0 8 _iPrinted edition:
_z9783030044336
830 0 _aAdvances in Mathematics Education,
_x1869-4918
856 4 0 _uhttps://doi.org/10.1007/978-3-030-04432-9
942 _2ddc
_cEBOOK