標題: Titlebook: Beliefs: A Hidden Variable in Mathematics Education?; Gilah C. Leder,Erkki Pehkonen,Günter T?rner Book 2002 Springer Science+Business Medi [打印本頁] 作者: BOUT 時間: 2025-3-21 20:07
書目名稱Beliefs: A Hidden Variable in Mathematics Education?影響因子(影響力)
書目名稱Beliefs: A Hidden Variable in Mathematics Education?影響因子(影響力)學科排名
書目名稱Beliefs: A Hidden Variable in Mathematics Education?網(wǎng)絡(luò)公開度
書目名稱Beliefs: A Hidden Variable in Mathematics Education?網(wǎng)絡(luò)公開度學科排名
書目名稱Beliefs: A Hidden Variable in Mathematics Education?被引頻次
書目名稱Beliefs: A Hidden Variable in Mathematics Education?被引頻次學科排名
書目名稱Beliefs: A Hidden Variable in Mathematics Education?年度引用
書目名稱Beliefs: A Hidden Variable in Mathematics Education?年度引用學科排名
書目名稱Beliefs: A Hidden Variable in Mathematics Education?讀者反饋
書目名稱Beliefs: A Hidden Variable in Mathematics Education?讀者反饋學科排名
作者: GEN 時間: 2025-3-21 23:32 作者: CBC471 時間: 2025-3-22 00:27
https://doi.org/10.1007/978-3-662-46854-8ssues on which there was agreement and disagreement and conjecture what lies behind the differences. As a final step we make some suggestions relating to characterization of the term belief and ways of dealing with it in future research.作者: ORE 時間: 2025-3-22 08:16
Bereichs- und Betriebserfolgsrechnungs description of the term “belief systems” allowing clustering of individual beliefs into a system across each of the four components. Furthermore, it makes sense to distinguish between global beliefs, domain-specific beliefs and subject-matter beliefs. The question immediately arises as to what int作者: FIS 時間: 2025-3-22 10:11
https://doi.org/10.1007/978-3-662-07883-9 their change process: collaboration, colleagues in the project, and modeling of thinking and behaviors advocated. Three factors were believed by both groups to have had very little effect or actually hindered their change: the principal or school administration, colleagues in their school, and thei作者: Alveolar-Bone 時間: 2025-3-22 15:23
Der Leistungsbegriff und seine Unterbegriffere important in allowing the teachers to recognize and resolve pedagogical tensions and in generating changes in their teaching. The way in which this occurred is discussed through narratives of two of the participants’ experiences and schemas of their belief structures for mathematics. Implications作者: 保留 時間: 2025-3-22 19:11 作者: 官僚統(tǒng)治 時間: 2025-3-23 01:17
Stückerfolgs- und Auftragserfolgsrechnungct that the nature of mathematics is not something secondary students think about. When pressed, however, most of their comments deal with the procedural rather than conceptual aspects of the subject. Students also tend to feel that memorization is an important part of mathematics even though they f作者: 草率男 時間: 2025-3-23 04:16
Dieter Ahlert,Klaus-Peter Franzl beliefs about the nature of mathematics and its relation to the real world. Moreover, beliefs about word problems shaped by classroom culture are embedded within the nested and interacting contexts of school culture, the educational system, and society in general. We argue for the reconceptualizat作者: Nefarious 時間: 2025-3-23 05:41 作者: RAFF 時間: 2025-3-23 13:37
Rethinking Characterizations of Beliefsssues on which there was agreement and disagreement and conjecture what lies behind the differences. As a final step we make some suggestions relating to characterization of the term belief and ways of dealing with it in future research.作者: Narrative 時間: 2025-3-23 14:25
Mathematical Beliefs — A Search for a Common Ground: Some Theoretical Considerations on Structuring s description of the term “belief systems” allowing clustering of individual beliefs into a system across each of the four components. Furthermore, it makes sense to distinguish between global beliefs, domain-specific beliefs and subject-matter beliefs. The question immediately arises as to what int作者: chlorosis 時間: 2025-3-23 20:59
A Four Year Follow-Up Study of Teachers’ Beliefs After Participating in a Teacher Enhancement Projec their change process: collaboration, colleagues in the project, and modeling of thinking and behaviors advocated. Three factors were believed by both groups to have had very little effect or actually hindered their change: the principal or school administration, colleagues in their school, and thei作者: 赤字 時間: 2025-3-23 23:19 作者: Blood-Vessels 時間: 2025-3-24 05:28 作者: Invertebrate 時間: 2025-3-24 10:16 作者: MIRTH 時間: 2025-3-24 14:28
“The Answer is Really 4.5”: Beliefs About Word Problemsl beliefs about the nature of mathematics and its relation to the real world. Moreover, beliefs about word problems shaped by classroom culture are embedded within the nested and interacting contexts of school culture, the educational system, and society in general. We argue for the reconceptualizat作者: myriad 時間: 2025-3-24 18:55
Beliefs: A Hidden Variable in Mathematics Education?作者: FEAT 時間: 2025-3-24 19:38 作者: certain 時間: 2025-3-25 02:05
Framing Students’ Mathematics-Related Beliefsl a lack of clarity from a conceptual viewpoint. In this chapter we present a literature review of available categorizations or models of students’ beliefs related to mathematics learning and problem solving. These reveal that although they all cover a broad spectrum of relevant beliefs, there appea作者: 暫時中止 時間: 2025-3-25 07:22
Rethinking Characterizations of Beliefsrve that there is a diversity of views and approaches in research on these subjects. We report on a small research project of our own attempting to clarify the understanding of beliefs among specialists in mathematics education. A panel of 18 mathematics educators participated in a panel that we ter作者: 來這真柔軟 時間: 2025-3-25 10:49
Affect, Meta-Affect, and Mathematical Belief Structures(e.g., empirical truth, validity, or applicability). This chapter offers some theoretical perspectives on mathematical beliefs drawn from analysis of the affective domain, especially the interplay between meta-affect and belief structures in sustaining each other in the individual.作者: 該得 時間: 2025-3-25 14:47 作者: 怎樣才咆哮 時間: 2025-3-25 19:17
Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach education research in particular. Next we describe how the technique known as the Experience Sampling Method was used to infer students’ attitudes to, and beliefs about a range of daily activities, including those related to their (mathematical) studies. Briefly, on receipt of a signal sent six tim作者: 可耕種 時間: 2025-3-25 20:25
Synthesis — Beliefs and Mathematics Education: Implications for Learning, Teaching, and Researchng relationships to both affective and cognitive processes that are important in mathematics education. The chapters in this section are reviewed with regard to the varied definitions of the term “belief,” the difficulty of reaching a consensus on one definition and the general agreement on the core作者: 北京人起源 時間: 2025-3-26 03:14 作者: 變色龍 時間: 2025-3-26 08:16 作者: multiply 時間: 2025-3-26 12:02
A Four Year Follow-Up Study of Teachers’ Beliefs After Participating in a Teacher Enhancement Projecived” (Pehkonen & Torner, 1999). Using this meaning of beliefs, research was carried out to examine the beliefs teachers hold about their own change process. Four years after participating in a teacher change project designed to provide teachers in grades three through nine with experiences that enc作者: CESS 時間: 2025-3-26 13:27 作者: 裁決 時間: 2025-3-26 17:09 作者: 熱情的我 時間: 2025-3-26 22:43 作者: Pde5-Inhibitors 時間: 2025-3-27 04:22 作者: 精致 時間: 2025-3-27 05:37 作者: 無意 時間: 2025-3-27 12:38 作者: 暴發(fā)戶 時間: 2025-3-27 16:04 作者: 機密 時間: 2025-3-27 19:15 作者: pineal-gland 時間: 2025-3-27 23:49 作者: 豐富 時間: 2025-3-28 05:37 作者: 柔聲地說 時間: 2025-3-28 09:27
Bereichs- und Betriebserfolgsrechnunge, an assumption that beliefs are dispositions to act in certain ways, rather than simply verbal proclamations, leads to data collection methods that involve both discussions with and observations of teachers. The reports also point out the need to reconsider a tendency to separate teachers’ mathematical and pedagogical beliefs.作者: 并排上下 時間: 2025-3-28 11:04
Der Leistungsbegriff und seine Unterbegriffeed as factors influencing how and what may be learnt in mathematics teacher education programs. Finally, issues on becoming a teacher and learning to teach at university are analyzed based on learning in practice.作者: Ballerina 時間: 2025-3-28 15:21
Dieter Ahlert,Klaus-Peter Franzarned to construct chains of signifiers linking a cultural practice that was personally meaningful to them, with abstract and general mathematical ideas. In the process, a majority of students broadened their conceptions, both of the nature of mathematics and of its relationship with cultural practices.作者: HARP 時間: 2025-3-28 22:24
Mathematics Teacher Change and Developmentse, an assumption that beliefs are dispositions to act in certain ways, rather than simply verbal proclamations, leads to data collection methods that involve both discussions with and observations of teachers. The reports also point out the need to reconsider a tendency to separate teachers’ mathematical and pedagogical beliefs.作者: 冷淡一切 時間: 2025-3-28 23:02
Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefsed as factors influencing how and what may be learnt in mathematics teacher education programs. Finally, issues on becoming a teacher and learning to teach at university are analyzed based on learning in practice.作者: ANTI 時間: 2025-3-29 05:22 作者: 容易生皺紋 時間: 2025-3-29 09:08
Der Kostenbegriff und seine Unterbegriffesome of the key themes in the six chapters and indicate commonalities and differences. My contribution in the second section will be to try to situate these studies within research in the mathematics education community in order to point out some alternative orientations for the study of teachers and teaching-and-learning mathematics.作者: SOW 時間: 2025-3-29 15:05
Bereichsbezogene Deckungsbeitragsrechnungntuitive belief was also evident in the justifications of students who correctly claimed that division by zero is undefined. Performance on division by zero tasks did not improve with age. Possible causes and educational implications of these findings are described and discussed.作者: N斯巴達人 時間: 2025-3-29 19:28
Situating Research on Mathematics Teachers’ Beliefs and on Changesome of the key themes in the six chapters and indicate commonalities and differences. My contribution in the second section will be to try to situate these studies within research in the mathematics education community in order to point out some alternative orientations for the study of teachers and teaching-and-learning mathematics.作者: Ankylo- 時間: 2025-3-29 21:04 作者: 碎石 時間: 2025-3-30 00:19 作者: 違法事實 時間: 2025-3-30 06:49
Der Leistungsbegriff und seine Unterbegriffeed period of time used for data collection, the opportunity to gauge participant’ attitudes, beliefs, and emotions about the wide range of activities tapped, and to compare these with their beliefs about mathematics and the learning of mathematics.作者: 混雜人 時間: 2025-3-30 10:37 作者: 記憶 時間: 2025-3-30 13:56
0924-4921 perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. .The book is divided into three, partly overlapping, sections. The first concentrates on conceptualizations and measurement of beliefs, the second on research about teachers‘ beliefs, and the third on f作者: 極肥胖 時間: 2025-3-30 16:56
Bereichs- und Betriebserfolgsrechnung regard to the varied definitions of the term “belief,” the difficulty of reaching a consensus on one definition and the general agreement on the core commonalties of the construct. A framework for classifying and using different types of definitions is proposed, and methods and implications for research are discussed.作者: frozen-shoulder 時間: 2025-3-30 21:33 作者: chemoprevention 時間: 2025-3-31 02:04 作者: inferno 時間: 2025-3-31 08:56 作者: 哥哥噴涌而出 時間: 2025-3-31 11:30
Mathematics Teachers’ Beliefs and Experiences with Innovative Curriculum Materialse how teachers’ beliefs can change on the basis of experiences with these innovative curriculum materials. Discussion of these examples suggests the need for greater attention to teachers’ beliefs about mathematics curriculum.作者: 脆弱么 時間: 2025-3-31 14:51
Beliefs and Norms in the Mathematics Classroomal activity and classroom social norms and 2) the coordination of specifically mathematical beliefs and classroom sociomathematical norms. Examples from a university level differential equations class are used for purposes of clarification and illustration.作者: 角斗士 時間: 2025-3-31 20:36
Gilah C. Leder,Erkki Pehkonen,Günter T?rnerIncludes supplementary material: 作者: SNEER 時間: 2025-4-1 01:32 作者: 平躺 時間: 2025-4-1 05:25
Setting the Scene,fs in the teaching and learning of mathematics is not well researched. After a brief introduction in which some contextual issues are raised, the contents of the contributions that follow — each with a clear focus on beliefs in mathematics education — are described in this introductory chapter.作者: 追逐 時間: 2025-4-1 06:50
Affect, Meta-Affect, and Mathematical Belief Structures(e.g., empirical truth, validity, or applicability). This chapter offers some theoretical perspectives on mathematical beliefs drawn from analysis of the affective domain, especially the interplay between meta-affect and belief structures in sustaining each other in the individual.作者: ablate 時間: 2025-4-1 13:36 作者: 全部 時間: 2025-4-1 14:24 作者: Jubilation 時間: 2025-4-1 20:26
https://doi.org/10.1007/978-3-662-46854-8rve that there is a diversity of views and approaches in research on these subjects. We report on a small research project of our own attempting to clarify the understanding of beliefs among specialists in mathematics education. A panel of 18 mathematics educators participated in a panel that we ter
