How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline

Maria Kirstine Østergaard

doi:10.1007/978-3-030-50526-4_10

How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline

Maria Kirstine Østergaard

Aarhus University

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

Abstract

The teaching approach in the mathematics classroom plays an important role in the development of the students’ beliefs about mathematics. A so-called traditional approach might result in nonavailing, schema-oriented and nonevidential beliefs. It is my hypothesis that a targeted focus on making the role of mathematics in the world visible to the students from an early age will have a positive effect on their beliefs about mathematics. An example of a teaching activity with that specific focus is described along with reflections on the importance of developing evidence-based beliefs.

Original language	Danish
Title of host publication	Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views
Editors	Chiara Andrà, Domenico Brunetto, Francesca Martignone
Number of pages	10
Place of Publication	Cham
Publisher	Springer International Publishing AG
Publication date	2020
Pages	101-110
ISBN (Print)	978-3-030-50526-4
DOIs	https://doi.org/10.1007/978-3-030-50526-4_10
Publication status	Published - 2020
Externally published	Yes

Access to Document

10.1007/978-3-030-50526-4_10

Cite this

Østergaard, M. K. (2020). How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline. In C. Andrà, D. Brunetto, & F. Martignone (Eds.), Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views (pp. 101-110). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-50526-4_10

Østergaard, Maria Kirstine. / How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline. Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views. editor / Chiara Andrà ; Domenico Brunetto ; Francesca Martignone. Cham : Springer International Publishing AG, 2020. pp. 101-110

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abstract = "The teaching approach in the mathematics classroom plays an important role in the development of the students{\textquoteright} beliefs about mathematics. A so-called traditional approach might result in nonavailing, schema-oriented and nonevidential beliefs. It is my hypothesis that a targeted focus on making the role of mathematics in the world visible to the students from an early age will have a positive effect on their beliefs about mathematics. An example of a teaching activity with that specific focus is described along with reflections on the importance of developing evidence-based beliefs.",

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Østergaard, MK 2020, How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline. in C Andrà, D Brunetto & F Martignone (eds), Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views. Springer International Publishing AG, Cham, pp. 101-110. https://doi.org/10.1007/978-3-030-50526-4_10

How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline. / Østergaard, Maria Kirstine.
Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views. ed. / Chiara Andrà; Domenico Brunetto; Francesca Martignone. Cham: Springer International Publishing AG, 2020. p. 101-110.

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

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AB - The teaching approach in the mathematics classroom plays an important role in the development of the students’ beliefs about mathematics. A so-called traditional approach might result in nonavailing, schema-oriented and nonevidential beliefs. It is my hypothesis that a targeted focus on making the role of mathematics in the world visible to the students from an early age will have a positive effect on their beliefs about mathematics. An example of a teaching activity with that specific focus is described along with reflections on the importance of developing evidence-based beliefs.

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Østergaard MK. How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline. In Andrà C, Brunetto D, Martignone F, editors, Theorizing and Measuring Affect in Mathematics Teaching and Learning: Insights from the 25th International Conference on Mathematical Views. Cham: Springer International Publishing AG. 2020. p. 101-110 doi: 10.1007/978-3-030-50526-4_10