From beliefs to dynamic affect systems in mathematics education : exploring a mosaic of relationships and interactions
From beliefs to dynamic affect systems in mathematics education : exploring a mosaic of relationships and interactions
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从数学教育中的信念到动态影响系统：探索关系和相互作用的镶嵌
DOI：
10.1007/978-3-319-06808-4
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
B. Rösken
中科院分区：
文献类型：
--
作者：
B. Pepin;B. Rösken
在这一章中，作者提出了最近的研究结果，在不同的背景下进行，其中性别问题与一系列的情感变量包括在解释模型的性别差异数学学习成果-成绩和参与-进行了探讨。这些研究包括从各种不同的学生群体（土著、小学、中学）、家长、数学教师和公众收集的数据。出现的是一个国际形象的性别相关的情感措施，不同程度的协议，突出了上下文因素在这一领域的研究的意义。作者探讨了他们的研究结果对课堂实践，政策和未来研究的影响。
In this chapter the authors present findings from recent research studies, conducted in different contexts, in which gender issues associated with a range of affective variables included in explanatory models for gender differences in mathematics learning outcomes – achievement and participation – were explored. The studies encompass data gathered from various different groups of students (Indigenous, primary, secondary), parents, mathematics teachers, and the general public. What emerges is an international profile of gender-related affective measures, with varying levels of agreement, which highlight the significance of contextual factors in this field of research. The authors explore the implications of their findings on classroom practice, policy, and future research.