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Jürgen Maasz and Wolfgang Schlöglmann

During the last fifteen years, research on affect has been of considerable interest to the mathematics education community. Researchers with an interest in mathematics and gender had a look at aspects of affect in their research studies right from the beginning. Similarly many studies of mathematical problem solving had a growing interest in affect. The main focus of research are now student beliefs and teacher beliefs which are identified as important factors for those influencing learning and teaching.
The thirteen chapters of this book involve many aspect of research on affect like theoretical problems of defining beliefs, the complex relationship between content knowledge and affect, espoused beliefs and teaching practice, domain-specific beliefs as well as the relationship between special learning conditions and affective reactions.

Edited by Robert H. Evans, Julie A. Luft, Charlene M. Czerniak and Celestine H. Pea

This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.

Proficiency and Beliefs in Learning and Teaching Mathematics

Learning from Alan Schoenfeld and Günter Törner


Edited by Yeping Li and Judit N. Moschkovich

Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learning and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various backgrounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background—Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education.
The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues.

Noémi Berlin

to not enjoy competition even when they have the ability to benefit more from this “scheme”. Different reasons for their competition avoidance have been studied in the literature such as risk attitudes or beliefs. Here we are interested in the latter. Let’s place ourselves into a general economics

Äli Leijen and Margus Pedaste

wellbeing is of concern. The latter could be linked to the teachers’ pedagogical beliefs and instructional practices, which we address in the next section. Pedagogical Beliefs and Instructional Practices Katrin Poom-Valickis has studied teachers’ pedagogical beliefs via metaphors for more than a

Sigrid Blömeke, Anja Felbrich and Christiane Müller

A person’s beliefs constitute a vital part of one’s professional competences as beliefs are crucial to the perception of situations and as they also influence our choice of actions. How-ever, beliefs are not a well-defined construct. The present paper focuses on beliefs of future teachers about the nature of mathematics. Its aim is to inquire the structure and level of these beliefs. In the first part of the paper models of belief structure known from the literature will be reviewed. The second part presents analyses on the structure of the beliefs which are based on data from 849 students of teacher education institutions in three Federal States of Germany. These data originate from the P-TEDS study which explores and compares mathematics teacher education in Bulgaria, Germany, Mexico, South Korea, Taiwan, and the United States. P-TEDS has been conceptualized as a prepatory study for the “Teacher Education and Development Study: Learning to teach mathematics (TEDS-M)” carried out by the IEA beginning in 2006 in order to develop and pilot instruments for assessment in an international context.

Myrna Paez-Quinto

This research is a preliminary model/theory building based on Pandit’s process of building grounded theory from case studies and is qualitative in nature. The purpose of the study is to describe, analyze, and categorize what makes an excellent science teacher. Science teachers who were recipients of Teaching Excellence Award in Biology, Chemistry and Physics (in the Philippines) were selected using purposive sampling. Multiple methods of data collection were used, including, interviews, classroom observations and students’ evaluation. The analysis showed that an excellent science teacher typically believes in: (i) using a variety of approaches to stimulate learning, (ii) promoting student-centered teaching, (iii) developing knowledge of the subject matter, (iv) undertaking lifelong learning and pursuing quality education, and (v) being a reflective practitioner and an active learner. It is concluded the beliefs of an excellent science teacher influence how they approach their teaching and the process of instruction, thereby positively affecting the quality of education.

Sue Roffey and Christopher Boyle

Introduction Recent world events have led to an increased sense of collective fear directed to those perceived as outside the mainstream. This chapter posits that much of that fear is generated by beliefs about others, often stirred by a negative media and political interests. This is also

Beliefs, Education and Pluralism

A Discussion of Concepts – and the Importance of Who “We” Are – in a Public Debate


Guri Jørstad Wingård