Re-visits terminology used nearly 200 years ago by PinelHelp readers develop understanding of the relationship between affect and mathematical modelling from an international perspective Provides insight on affective states while problem solvers create mathematical models

Autorentext

Scott A. Chamberlin is a professor in the School of Education at the University of Wyoming. His research interests include affect, creativity, and mathematical modeling.

Bharath Sriraman is a Professor of Mathematics at the University of Montana.

Klappentext
In the book, the relationship between affect and modeling is discussed because, as educational psychologists have suggested for decades, affect directly influences achievement. Moreover, given the importance of mathematical modeling and the applications to high level mathematics, it provides the field of mathematics psychology with insight regarding affect, in relation to mathematical modeling. By doing so it helps determine the degree to which understanding of mathematics and understanding affect in mathematical modeling episodes may have a direct effect on cognition. 

Inhalt
SECTION ICommentary: Commentary on Affect, Cognition and Metacognition in Mathematical Modelling.Chapter 1: The construct of affect in mathematical modelling.Chapter 2: Metacognition in mathematical modelling-an overview.Chapter 3: Principles for designing research settings to study spontaneous metacognitive activity.Chapter 4: Engagement structures and the development of mathematical ideas.Commentary: The what and why of modeling.Commentary: Engaging students in mathematical modeling: Themes and issues.Chapter 5: Exploring a conative perspective on mathematical engagement.Chapter 6: Exploring teachers' epistemic beliefs and emotions in inquiry-based teaching of mathematics.Chapter 7: Mathematics learning experiences: The practice of happiness and the happiness of practice.Chapter 8: Development of modelling routines and its relation to identity construction.Commentary: Commentary on section III: Connections to theory and practice.Chapter 9: Flow and mathematical modelling: Issues of balance.Chapter 10: The complex relationship between mathematical modelling and attitude towards mathematics.Chapter 11: Teaching modeling problems and its effects on students' engagement and attitude toward mathematics.Chapter 12: Affect and mathematical modelling assessment-A case study on students' experience of challenge and flow during a compulsory mathematical modelling task by engineering students.Chapter 13: Flow and Modelling.Chapter 14: A coda on affect.