Titlebook: Beliefs: A Hidden Variable in Mathematics Education?; Gilah C. Leder,Erkki Pehkonen,Günter T?rner Book 2002 Springer Science+Business Medi

平躺

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.

追逐

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.

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Jubilation

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