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  • 1
    UID:
    almahu_BV043816311
    Format: 1 Online-Ressource (vii, 35 Seiten) : , Illustrationen.
    ISBN: 978-3-319-32811-9
    Series Statement: ICME-13 Topical Surveys
    Note: Research on mathematics-related affect is varied in theories and concepts. In this survey we record the state of the art in this research through short sections from leading experts in different areas. We describe the historical development of the concept of attitude and different ways it is defined. Research on student self-efficacy beliefs in mathematics is summarized. There is reflection on the dialectic relationship between teacher beliefs and practice as well as on how their beliefs change. One section records the emerging research on student and teacher mathematical identities over the last two decades. Finally, mathematical motivation is explored from the perspectives of engagement structures, social behaviors, and the relationship between individual factors and social norms.
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-32810-2
    Language: English
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
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  • 2
    UID:
    almahu_9949602161602882
    Format: 1 online resource (42 pages)
    Edition: 1st ed.
    ISBN: 9783319328119
    Series Statement: ICME-13 Topical Surveys Series
    Note: Intro -- Contents -- Abstract -- Attitudes, Beliefs, Motivation, and Identity in Mathematics Education -- 1 Introduction -- 2 Surveys of the State of the Art -- 2.1 Attitude -- 2.1.1 The Pioneering Studies About Attitude: The Measurement Era -- 2.1.2 The New Era of Research on Affect (and Attitude) -- 2.1.3 The TMA Model for Attitude: A Characterization of Attitude Grounded in School Practice -- 2.2 Student Self-efficacy Beliefs -- 2.2.1 Introduction -- 2.2.2 Student Mathematics Self-efficacy Beliefs and Unresolved Issues -- 2.2.3 Recent Developments in Student Mathematics Self-efficacy Beliefs -- 2.3 Teacher Beliefs -- 2.3.1 Introduction -- 2.3.2 What Has Been Done in Recent Years -- 2.4 Identity -- 2.4.1 Introduction -- 2.4.2 Student Identity -- 2.4.3 Teacher Identity -- 2.5 Motivation -- 2.5.1 Introduction -- 2.5.2 Engagement -- 2.5.3 Motivation and Self-regulation in Mathematics -- 2.5.4 Self-determination Versus Social Determination -- 2.5.5 Key Individual Motivational Factors -- 2.5.6 Social Factors -- 3 Summary and Looking Ahead -- References.
    Additional Edition: Print version: Hannula, Markku S. Attitudes, Beliefs, Motivation and Identity in Mathematics Education Cham : Springer International Publishing AG,c2016 ISBN 9783319328102
    Language: English
    Keywords: Electronic books.
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  • 3
    UID:
    almahu_9947382000502882
    Format: 1 online resource (VII, 35 p. 2 illus.)
    Edition: 1st ed. 2016.
    ISBN: 3-319-32811-5
    Series Statement: ICME-13 Topical Surveys,
    Content: This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the 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.
    Note: Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect. , English
    Additional Edition: ISBN 3-319-32810-7
    Language: English
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  • 4
    Book
    Book
    Washington, D.C : American Psychological Association
    UID:
    gbv_19770218X
    Format: viii, 165 p , ill , 28 cm
    Edition: 1st ed
    ISBN: 1557983682
    Series Statement: Psychology in the classroom
    Note: Includes bibliographical references (p. 157-163)
    Language: English
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  • 5
    Online Resource
    Online Resource
    Washington, D.C : American Psychological Association
    UID:
    gbv_1657575748
    Format: Online-Ressource (viii, 165 p.) , ill , 28 cm
    Edition: 1st ed (Online-Ausg.)
    Series Statement: Psychology in the classroom
    Content: /// The basic philosophy underscoring this book is that implementing reform is a process--that is, standards are visions to work toward, not end points to reach. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
    Content: In 1989, the National Council of Teachers of Mathematics (NCTM) . . . published the first of (currently) 3 documents outlining a vision for what mathematics education should look like as we progress into the 21st century. These documents, the "Curriculum and Evaluation Standards for School Mathematics," the "Professional Standards for Teaching Mathematics," and the "Assessment Standards for School Mathematics," were designed to reflect the mathematics and pedagogy requisite for success in our increasingly complex and information-oriented society. /// The main purpose of this book is to help mathametics teachers apply the philosophies behind these standards and implement the suggested reforms in their own classrooms
    Note: Includes bibliographical references (p. 157-163). - Electronic reproduction; Washington, D.C; American Psychological Association; 1996; Available via the World Wide Web; Access limited by licensing agreement; s1996 dcunns
    Additional Edition: Erscheint auch als Inventive strategies for teaching mathematics
    Language: English
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  • 6
    UID:
    kobvindex_HPB953142744
    Format: 1 online resource (vii, 35 pages) : , illustrations
    ISBN: 9783319328119 , 3319328115
    Series Statement: ICME-13 Topical Surveys,
    Content: "This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the 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."--Publisher's descripton.
    Note: Introduction / , Surveys of the State of the Art; , Attitude / , Student Self-efficacy Beliefs / , Teacher Beliefs / , Identity / , Motivation / , Summary and Looking Ahead.
    Additional Edition: Print version: Goldin, Gerald A., 1943- Attitudes, beliefs, motivation and identity in mathematics education. [Cham] : Springer, [2016] ISBN 9783319328102
    Language: English
    URL: OAPEN
    URL: OAPEN
    URL: SpringerLink  (Available to Wheaton College users only)
    URL: OAPEN  (Creative Commons License)
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  • 7
    UID:
    almahu_9947388549202882
    Format: VII, 35 p. 2 illus. , online resource.
    ISBN: 9783319328119
    Series Statement: ICME-13 Topical Surveys,
    Content: This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the 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.
    Note: Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect.
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9783319328102
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 8
    Online Resource
    Online Resource
    Boca Raton, FL :CRC Press, Taylor & Francis Group,
    UID:
    almahu_9949385555702882
    Format: 1 online resource : , illustrations (black and white)
    Edition: First edition.
    ISBN: 9781003094227 , 1003094228 , 9781000469615 , 1000469611 , 9781000469622 , 100046962X
    Series Statement: Advances in applied mathematics
    Content: This book develops foundational concepts in probability and statistics with primary applications in mechanical and aerospace engineering. It develops the mindset a data analyst must have to interpret an ill-defined problem, operationalize it, collect or interpret data, and use this evidence to make decisions that can improve the quality of engineered products and systems. It was designed utilizing the latest research in statistics learning and in engagement teaching practices The author's focus is on developing students' conceptual understanding of statistical theory with the goal of effective design and conduct of experiments. Engineering statistics is primarily a form of data modeling. Emphasis is placed on modelling variation in observations, characterizing its distribution, and making inferences with regards to quality assurance and control. Fitting multivariate models, experimental design and hypothesis testing are all critical skills developed. All topics are developed utilizing real data from engineering projects, simulations, and laboratory experiences. In other words, we begin with data, we end with models. The key features are: Realistic contexts situating the learning of the statistics in actual engineering practice. A balance of rigorous mathematics, conceptual scaffolding, and real, messy data, to ensure that students learn the important concepts and can apply them in practice. The consistency of text, lecture notes, data sets, and simulations yield a coherent set of instructional resources for the instructor and a coherent set of learning experiences for the students. MatLab is used as a computational tool. Other tools are easily substituted. Table of Contents 1. Introduction2. Dealing with Variation3. Types of Data4. Introduction to Probability5. Sampling Distribution of the Mean6. The Ten Building Blocks of Experimental Design7. Sampling Distribution of the Proportion8. Hypothesis Testing Using the 1-sample Statistics9. 2-sample Statistics10. Simple Linear Regression11. The General Linear Model: Regression with Multiple Predictors12. The GLM with Categorical Independent Variables: The Analysis of Variance13. The General Linear Model: Randomized Block Factorial ANOVA14. Factorial Analysis of Variance15. The Bootstrap16. Data Reduction: Principal Components AnalysisIndex Author Biography James A. Middleton is Professor of Mechanical and Aerospace Engineering and former Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State University. Previously, he held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. He received his Ph. D. from the University of Wisconsin-Madison. He has been Senior co-Chair of the Special Interest Group for Mathematics Education in the American Educational Research Association, and as Chair of the National Council of Teachers of Mathematics' Research Committee. He has been a consultant for the College Board, the Rand Corporation, the National Academies, the American Statistical Association, the IEEE, and numerous school systems around the United States, the UK, and Australia. He has garnered over $30 million in grants to study and improve mathematics education in urban schools.
    Note: "A Chapman & Hall book." , Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Preface -- List of Figures -- List of Tables -- Symbols -- I -- 1. Introduction -- 1.1. Approach of This Book -- 1.1.1. Data Modeling -- 1.1.2. Building an Empirical Mindset -- 1.2. The Role of Data -- 1.3. References -- 1.4. Chapter 1 Study Problems -- 2. Dealing with Variation -- 2.1. Measurement -- 2.1.1. Natural Variation -- 2.1.1.1. Shape of Data -- 2.2. Distribution -- 2.2.1. Histogram -- 2.2.1.1. How to Draw a Histogram -- 2.2.1.2. Comparing Histograms , 2.3. Accuracy and Precision of Measurements -- 2.3.1. Accuracy-Systematic Error -- 2.3.1.1. Sources of Systematic Error -- 2.3.2. Precision-Random Error -- 2.4. Continuous Versus Discrete Data -- 2.4.1. Discrete Random Variables -- 2.4.2. Continuous Random Variables -- 2.5. Law of Large Numbers -- 2.6. Central Limit Theorem -- 2.7. Representativeness -- 2.7.1. "Simple" Random Sampling -- 2.8. References -- 2.9. Chapter 2 Study Problems -- 3. Types of Data -- 3.1. Scales of Measure -- 3.1.1. Nominal Data -- 3.1.2. Ordinal Data -- 3.1.3. Interval Data -- 3.1.4. Ratio Data , 3.2. Population Parameters and Sample Statistics -- 3.2.1. Parameters -- 3.2.1.1. Population Parameters -- 3.2.1.2. What Are the Important Sample Statistics That Model Population Parameters? -- 3.2.1.3. Nominal Data: -- 3.2.1.4. Symmetry of the Binomial Distribution -- 3.2.1.5. Ordinal Data: -- 3.2.1.6. Interval -- 3.3. The Sample Mean and Standard Deviation as Robust Estimators -- 3.4. References -- 3.5. Study Problems for Chapter 3 -- 4. Introduction to Probability -- 4.1. Simple Probability -- 4.2. Conditional Probability -- 4.3. Moments of a Distribution -- 4.3.1. The Mean as a Moment , 4.3.2. The Variance as a Moment -- 4.3.3. Summary: Bringing Probability, Moments, and Sample Statistics -- 4.4. Probability Density Function and Cumulative Distribution -- 4.5. Summary of Probability -- 4.6. Study Problems for Chapter 4 -- 5. The Sampling Distribution of the Mean -- 5.1. The General Logic of the Sampling Distribution -- 5.2. Sampling Distribution of the Mean -- 5.3. The Standard Normal Distribution -- 5.3.1. Probability Density of the Standard Normal Distribution -- 5.3.2. Now Let's Do Some Real Stats with the Normal Distribution! -- 5.3.3. The Z-test -- 5.4. Summary , 5.5. References -- 5.6. Study Problems for Chapter 5 -- II. Testing Hypotheses -- 6. The Ten Building Blocks of Experimental Design -- 6.0.1. Notation -- 6.1. Basic Experimental Designs -- 6.1.1. One-shot Case Study -- 6.1.2. One-sample, Pre-post Design -- 6.1.3. Static Sample Comparison -- 6.1.4. Random Sample Design -- 6.1.5. Pre-post Randomized Sample -- 6.1.6. Factorial Designs -- 6.1.7. Randomized Block Factorial Designs -- 6.1.8. One-shot Repeated Measures -- 6.1.9. Randomized Factors Repeated Measures -- 6.1.10. Ex-post-facto -- 6.1.11. Time Series -- 6.2. Summary -- 6.3. References.
    Additional Edition: Print version: MIDDLETON, JAMES A. EXPERIMENTAL STATISTICS AND DATA ANALYSIS FOR MECHANICAL AND AEROSPACE ENGINEERS. [Place of publication not identified] : CHAPMAN & HALL CRC, 2021 ISBN 0367555964
    Language: English
    Keywords: Electronic books. ; Electronic books.
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  • 9
    UID:
    edocfu_9958131795502883
    Format: 1 online resource (VII, 35 p. 2 illus.)
    Edition: 1st ed. 2016.
    ISBN: 3-319-32811-5
    Series Statement: ICME-13 Topical Surveys,
    Content: This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the 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.
    Note: Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect. , English
    Additional Edition: ISBN 3-319-32810-7
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 10
    UID:
    edoccha_9958131795502883
    Format: 1 online resource (VII, 35 p. 2 illus.)
    Edition: 1st ed. 2016.
    ISBN: 3-319-32811-5
    Series Statement: ICME-13 Topical Surveys,
    Content: This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the 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.
    Note: Introduction -- Attitude -- Students’ Self-efficacy Beliefs -- Teachers’ beliefs -- Identity -- Motivation -- Further Reading on Mathematics Related Affect. , English
    Additional Edition: ISBN 3-319-32810-7
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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