Titlebook: Views and Beliefs in Mathematics Education; Results of the 19th Carola Bernack-Schüler,Ralf Erens,Andreas Eichler Book 2015 Springer Fachm

前面

Why Do Experts Pose Problems for Mathematics Competitions?,ation for posing problems for mathematics competitions. Twenty-six experts from nine countries participated in the study. The inductive analysis of the data suggests that experts utilise posing problems for mathematics competitions for fulfilment of their internal needs: an intellectual need for enr

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accomplishment

GUISE

,Students’ Gazes: New Insights into Student Interactions, of dialogue as scaffolded metacognition (Sfard, 2001). But group interactions are complex socially and affectively charged environments wherein affect cannot be separated out from learning. Roth & Radford (2011) argue that we need to overcome the dualistic approach between the individual’s interior

Graduated

Epistemological Judgments in Mathematics: An Interview Study Regarding the Certainty of Mathematicand contextdependence as well as methodological issues regarding the often used questionnaires to measure epistemological beliefs. We claim that it is necessary to distinguish between relatively stable “epistemological beliefs” and situationspecific “epistemological judgments”. In a sequence of inter

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ADORE

RENIN

,Understanding Pre-Service Teachers’ Belief Change during a Problem Solving Course, results show amongst others that new beliefs evolve without the old ones being rejected. This leads to a more or less conscious ambiguity and to a conflict within the belief system. General results are briefly presented by describing a typology of belief change taking into account the whole sample of eight students.