DIMAVI27
Home Program Abstracts Proceedings Contact
Abstracts
Wednesday
11:00 am - 01:00
pm
Stanislaw
Schukajlow-Wasjutinski: What objects are you targeting?
Strategy-based motivation and emotions
Motivation and
emotions are important for students' learning and achievement.
In the talk, I will present theoretical background of
motivation and emotions and elaborate on the role of the
objects of motivation and emotions in theories of affect. Two
studies about the effects of strategy-based motivation and
emotions on strategy use, strategy quality and performance
from the project "Visualizations while solving modelling
problems", will illustrate how research can target a specific
object of motivation and emotions. In the outlook, we will
discuss to what extend addressing different objects of
motivation and emotions can contribute to research on affect
in the future.
Kuzle, Ana: Emotional classroom climate in primary grade geometry lessons: an analysis of grade 3 participant-produced drawings
Research on psychosocial classroom learning environments has a strong tradition due to the early discovery of a relationship between positive classroom climate and academic performance and motivation, engagement, participation, and attitude towards school and teaching. But only recently has attention turned to a rich concept of classroom climate, and more research is needed in this context. In this paper, I focus on the emotional classroom climate in specific mathematics lessons, namely geometry lessons. The study aimed to find out what kind of emotional classroom climate dominates in primary grade geoemtry lessons. In total, 25 Grade 3 students participated in the study. The emotional classroom climate was analyzed using participant-produced drawings. The results showed that the emotional classroom climate in Grade 3 geometry lessons is predominantly positive and that this reflects a relativels stable condition. In the end, versatile implications for theory are discusses regarding the methodology as well as possible future direction.
Eichler, Andreas; Ferretti, Federica; Maffia, Andrea: The impact of culture on teachers' beliefs, self-efficacy and emotions
Teachers' mathematics-related affect strongly impacts on the reality n mathematics classroom and students' learning. Although research gained much knowledge about teachers' beliefs or emotions, these results are mostly restricted to a social environment or a culture. Our research focuses on culture, analysing how cultural influences are visible in teachers' self-efficacy beliefs and teachers' emotions. For investigating teachers' self-efficacy beliefs and emotions, we used a questionnaire and administered the questionnaire with 460 pre-service teachers (primary school) from Italy and Germany. we analysed the data based on results of s previous investigation that yielded clusters of teachers with similar beliefs concerning mathematics and mathematics teaching but differences in theit distribution of Italian and German teachers. we compared the teachers' self-efficacy and the teachers' emotions in these clusters. Our results suggest a cultural influence on teachers' emotions but no cultural impact on teachers' self-efficacy beliefs.
Arslan, Okan: Teacher identity development of preservice mathematics teachers in informal learning environments
This
study focused on the experiences of preservice mathematics
teachers who participated in informal
learning environments (science and mathematics camps) as
assistant teachers. It was aimed to explore whether
participation in these informal settings contributed to
their teacher identity development. The findings revealed
that preservice teachers developed
a better understanding of learner-centered teaching, learner
characteristics, and their existing teacher identities based
on their experiences in the science and mathematics camps.
Furthermore, they became more confident about their teaching
capabilities
and motivated to begin teaching. Therefore, it is possible
to claim that the experiences in the science and mathematics
camps cognitively, affectively, and emotionally contributed
to the participant preservice teachers’ teacher identity
development.
Ebbelind, Andreas; Helliwell, Tracy: examining interpersonal aspects of a mathematics teacher educator lecture
In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we present throughout our analyses.
Thursday
Andrà, Chiara; Averna, Eleonora; Copelli, Ilaria; Cosmi, Gianluca Sini; Paterno, Elisa; Chiavarino, Claudio: Investigating the complex relations among affective variables in the context of gambling
Within a sample of secondary school students who experienced gambling at various levels of addiction (from none to high), we investigate the role of: mathematics-related beliefs, emotions, social relationships, attitudes towards gambling and behaviour.This represents for us an opportunity to understand the complex relations among affective variables, and to hypothesise possible generalisations to other contexts. we underline that gambling abuse is a dramatic phenomenon that is spreading, in Italy as well as around the world, among younger and younger people every year. activities in mathematics lessons can help prevent it, but it is necessary to know with which attitudes and beliefs students approach such mathematics lessons, as well as the role of the social environment.
Dilling, Frederik; Stoffels, Gero; Witzke, Ingo: Beliefs-oriented subject-matter didactics - design of a seminar and a book on calculus education
This paper presents a modified approach to subject matter didactics, in which the focus is not on the content itself, but on the students' view on the content. For the field of calculus, a book and a seminar based on this approach are presented and reflections of students from the seminar are analyzed.
Østergaard, Maria Kristine: Characterizing students' beliefs about mathematics as a discipline
To fully possess mathematical competence and to understand its relevance, importance and aesthetics, it is essential to be aware of aspects of mathematics not only as a school subject but also as a scientific discipline. In a systematic literature review, the characterization of compulsory school students’ beliefs about mathematics as a discipline is investigated, as well as the tendencies in the nature of their actual beliefs. Furthermore, the valuation of these beliefs is addressed. The 18 included studies demonstrate a clear pattern in applying a dualistic/relativistic spectrum when characterizing and analysing students beliefs about mathematics as a discipline, with students generally possessing dualistic beliefs, which is in contrast to what is favourable to their learning.
Schreck, Anna; Groß-Ophoff, Jana; Rott, Benjamin: Connotative aspects of epistemological beliefs: a pseudo-longitudinal study with students of different mathematical programs of study
Various studies have shown that epistemological beliefs affect the learning and teaching performance of the respective individual. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative beliefs, the former being reflected-upon, explicit beliefs, whereas the latter being associative and evaluative judgments on (in our case: mathematical) epistemological beliefs. The present study uses the instrument Connotative Aspects of Epistemological Beliefs (CAEB, Stahl & Bromme, 2007) to collect data from university students in mathematics. The goal is to identify connotative beliefs in different mathematical programs of study (e.g., pre-service teachers vs. mathematics majors) and to track the development of such beliefs in the course of bachelor’s degree.
Friday
Telem, Lihi; Davis, Brent; Sabbaghan, Soroush: Mindset and math education policy
This
study explores math policymakers' mindset, its construction and
maintenance through its discursive expressions. It seems that
math education policymakers, sharing similar inclinations and
learning experiences, trend strongly towards fixed mindsets
about math ability. Thus, they may position some math learners
in ways depriving the latter of the means to suceed. Findings
demonstrate policymakers' complex and frustrating position,
their passionate commitment for math education and its
promotion, alongside the difficulty in addressing learners whose
experience of math is different from their own.
Stoffels, Gero: How to deal with an utilize (mathematics education) researchers' beliefs
This paper addresses the desideratum identified by Törner (2018) that researchers' beliefs are rarely mentioned in the research literature dealing with belief. For this purpose, firstly a suitable theoretical framework is outlined that links the concept of belief with the research perspectives of researchers in a natural way. Secondly, examples are given of how beliefs were, can and should be addressed in corresponding research on beliefs. Finally, it is shown in which ways explicating beliefs of mathematics education researchers might made their research as well as their teaching more effective.
Danzer, Carolin: Attitudes in mathematical discovery processes: the case of Alex and Milo
This paper’s purpose is to
investigate the attitude of students in mathematical
discovery processes in terms of the handling of
counterexamples. By understanding this attitude as a kind of
scientific attitude, it consists of different aspects that
become visible in
the behaviour during a mathematical
discovery process. Since such a process is particularly
complex, the author’s interest is to use the concept of
attitude as an explanation for students’ behaviour that
occurs when dealing with conflicts such as counterexamples.
Semi-structured
interviews with sixth graders of a German Gymnasium were
conducted and analysed in a qualitative and interpretative
way. As a result, the case study of Alex
and Milo is presented. Based on the framework that
observable behaviour is influenced by an underlying
attitude, Alex’s and Milo’s attitudes adopted in the
mathematical discovery process are reconstructed and their
impact on the process is elaborated.
Pielsticker, Felicitas; Reifenrath, Magnus: Empirically-oriented mathematics classes - describing motivational and affective aspects
The
following survey study uses a quantitative research design
to investigate the motivation
of students (aged 14-17) in a mathematical workshop on graph
theory. Motivational and affective aspects are related to
heart rate measurement (using the digital medium of a
tracking device) in mathematical knowledge development
processes in an empirically-oriented
mathematics class.
As
a result, we can state that a link between constructs on
motivational and affective aspects and a heart rate
measurement is possible. In the future, this could be used
to determine the teaching phases or tasks in which students
are particularly motivated.
Krawitz, Janina; Hartmann, Luisa; Schukajlow, Stanislaw: Problem posing and interest: Are self-generated problems interesting for students with different levels of mathematical competence?
Problem posing–the generation of own problems–is considered as a powerful teaching approach to foster students’ motivation and improve mathematics learning. However, systematic research investigating the effects of problem posing on students’ motivation, is largely missing. In this contribution we present a study with 105 ninth- and tenth-graders to address the question whether problem posing experience positively affects interest in working on self-generated problems via the quality of the posed problems. Further, we investigated whether students with different levels of mathematical competence benefit differently from problem posing. One important finding is that problem posing experience improves posing authentic and open questions and this in turn is beneficial for students’ interest in working on the problems for students with a low level of mathematical competence. No effects of posing authentic and open problems were found for students with a high level of mathematical competence.
Mary-Sommerville-Str. 2, 28359 Bremen