Teaching and Learning in Maths Classrooms

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

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