Beliefs and beyond: affect and the teaching and learning of mathematics
Beliefs and beyond: affect and the teaching and learning of mathematics
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信念及超越：影响以及数学的教学和学习
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
G. Toerner
中科院分区：
文献类型：
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作者：
Bettina Roesken;B. Pepin;G. Toerner
数学教育者广泛认识到信念对于数学教学和学习的重要性。在本期特刊中，我们明确讨论了所谓的“信念及超越”，以表明围绕数学教育信念的更大领域。这样做是为了将讨论扩大到相关概念（可能并非起源于数学教育）并考虑概念的相互关联性。特别是，我们在概念层面上提出了一些新的发展，讨论了调查信念的不同方法，强调了学生信念在解决问题活动中的作用，并讨论了教师信念及其对专业发展的重要性。一个具体的目的是考虑教育研究和心理学领域同事的专业知识，以及数学教育研究人员提供的观点。
The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education.