## Andrà, Chiara

# Teaching and Learning in Maths Classrooms

**Table of contents**

1. Introduction*Esther Levenson*

**Part I. Classroom Practices: Explanation, Problem-Solving, Patterning, Decision-Making, Drawings and Games**

2. Prospective Primary Teachers’ Beliefs Regarding the Roles of Explanations in the Classroom*Esther Levenson, Ruthi Barkai*

3. Defining, Drawing, and Continuing Repeating Patterns: Preschool Teachers’ Self-efficacy and Knowledge*Dina Tirosh, Pessia Tsamir, Esther Levenson, Ruthi Barkai, Michal Tabach*

4. Primary School Students’ Images of Problem Solving in Mathematics*Hanna Palmér, Lena Karlsson*

5. Secondary School Mathematics Teachers’ Conceptions on Data-Based Decision-Making: Insights from Four Japanese Cases*Orlando González*

6. Teachers’ Activities During a Mathematics Lesson as Seen in Third Graders’ Drawings*Maija Ahtee, Liisa Näveri, Erkki Pehkonen*

7. Serious Frivolity: Exploring Play in UK Secondary Mathematics Classrooms*Elizabeth Lake*

**Part II. Teachers’ Beliefs, Changing Beliefs and the Role oftheEnvironment**

8. In-Service Math Teachers’ Autobiographical Narratives: The Role of Metaphors*Chiara Andrà*

9. A Contribution to the Relation Between Teachers’ Professed and Enacted Beliefs*Andreas Eichler, Katinka Bräunling, Hanna Männer*

10. Raising Attainment: What Might We Learn from Teachers’ Beliefs About Their Best and Worst Mathematics Students?*Kim Beswick*

11. Numeracy Task Design: A Case of Changing Mathematics Teaching Practice*Peter Liljedahl*

12. Math Lessons: From Flipped to Amalgamated, from Teacher- to Learner-Centered*Domenico Brunetto, Igor Kontorovich*

13. Emotional Expressions as a Window to Processes of Change in a Mathematics Classroom’s Culture*Einat Heyd-Metzuyanim*

14. Mathematics Teachers’ Conceptions of the Classroom Environment*Magnus Fahlström*

**Part III. Understanding the Undercurrents: Tensions, Inconsistencies and the Social Turn**

15. Teacher Tensions: The Case of Naomi*Annette Rouleau, Peter Liljedahl*

16. Towards Inconsistencies of Parents’ Beliefs About Teaching and Learning Mathematics*Natascha Albersmann, Marc Bosse*

17. Evoking the Feeling of Uncertainty for Enhancing Conceptual Knowledge*Igor’ Kontorovich, Rina Zazkis*

18. Criteria for Identifying Students as Exceptional in a Mathematical Camp for “Gifted” Students*Rachel Hess-Green, Einat Heyd-Metzuyanim*

19. Identity and Rationality in Classroom Discussion: Developing and Testing an Analytical Toolkit*Laura Branchetti, Francesca Morselli*

20. Developing an Analyzing Tool for Dynamic Mathematics-Related Student Interaction Regarding Affect, Cognition and Participation*Laura Tuohilampi*

**Part IV. Emerging Themes in Affect-Related Research: Engagement, Fear, Perfectionism... and Assessment**

21. Motivating Desires for Classroom Engagement in the Learning of Mathematics*Gerald A. Goldin*

22. What Are Students Afraid of When They Say They Are Afraid of Mathematics?*Barbara Pieronkiewicz*

23. What Is Perfectionism in Mathematical Task Solving?*Lovisa Sumpter*

24. Gender Differences Concerning Pupils’ Beliefs on Teaching Methods and Mathematical Worldviews at Lower Secondary Schools*Boris Girnat*

25. “Every Time I Fell Down (Made a Mistake), I Could Get Up (Correct)”: Affective Factors in Formative Assessment Practices with Classroom Connected Technologies*Annalisa Cusi, Francesca Morselli, Cristina Sabena*

26. Teachers’ Affect Towards the External Standardised Assessment of Students’ Mathematical Competencies*Giulia Signorini*

27. Conclusion*Peter Liljedahl*

**Keywords:** Education, Mathematics Education, Teaching and Teacher Education, Cognitive Psychology, Personality and Social Psychology, Knowledge - Discourse, Educational Technology

- Editor
- Andrà, Chiara
- Brunetto, Domenico
- Levenson, Esther
- Liljedahl, Peter
- Publisher
- Springer
- Publication year
- 2017
- Language
- en
- Edition
- 1
- Series
- Research in Mathematics Education
- Page amount
- 23 pages
- Category
- Upbringing, Education
- Format
- Ebook
- eISBN (PDF)
- 9783319492322
- Printed ISBN
- 978-3-319-49231-5