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This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.

Mathematics—Study and teaching . --- Learning. --- Instruction. --- Curriculums (Courses of study). --- Education—Curricula. --- Mathematics Education. --- Learning & Instruction. --- Curriculum Studies. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Learning process --- Comprehension --- Education --- Curricula --- Mathematics --- Learning --- Study and teaching --- Curricula.

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In this book international geography educators discuss the ways in which geographical knowledge is recontextualised in schools and consider effective approaches to facilitate, improve and advance geography education in research and practice. It addresses key topics in recontextualising geography such as the epistemic relationships between the university discipline and the school subject, designing and evaluating the geography curriculum, the role of students in the transformation of knowledge in the classroom and selecting and transforming geographical content knowledge for the primary school curriculum. At an international level, the contributors and editors bring together an advanced collection of research and discussion surrounding the opportunities and challenges of recontextualising geography in education. The book is of interest to geography educators internationally, including academics at universities, teachers in schools, and professional geographers with an interest in education.

Geography --- Study and teaching. --- Remote sensing. --- Cosmography --- Earth sciences --- World history --- Area studies --- Human geography. --- Education --- Geography. --- Human Geography. --- Curriculum Studies. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Anthropo-geography --- Anthropogeography --- Geographical distribution of humans --- Social geography --- Anthropology --- Human ecology --- Curricula. --- Curricula

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Education --- Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Curricula --- Currículums (Ensenyament) --- Currículum --- Currículum (Ensenyament) --- Currículum bàsic --- Currículum comú --- Currículum obert --- Currículum ocult --- Currículums --- Pla d'estudis --- Plans d'estudis --- Programes d'estudi --- Programes d'ensenyament --- Ensenyament --- Sistema educatiu --- Adaptacions curriculars --- Assignatures --- Crèdits (Ensenyament) --- Disseny curricular --- Eixos transversals (Educació) --- Estudis de dones --- Modificació curricular --- Programació d'aula --- Projecte curricular de centre --- Activitats dirigides --- Avaluació curricular --- Estudis lesbians i gais

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This book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting and inseparable realities of the ‘material’ and the ‘discursive’ are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.

Early childhood education. --- Teaching. --- Early childhood education --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Educational sociology. --- Art --- Early Childhood Education. --- Sociology of Education. --- Curriculum Studies. --- Philosophy of Education. --- Creativity and Arts Education. --- Art education --- Education, Art --- Art schools --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Curricula. --- Philosophy. --- Study and teaching. --- Analysis, interpretation, appreciation --- Curricula --- Aims and objectives

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This book presents the important role of mathematics in the teaching of financial education. Through a conceptualization of financial numeracy as a social practice, it focuses on the teaching practices, resources, and needs of secondary mathematics teachers (grades 7-12) to incorporate financial concepts in their classes. The editors and authors bring forth a novel perspective regarding mathematics education in the digital era. By focusing on financial numeracy, a key component of skills required in the digital era, they discuss important issues related to the teaching and learning of mathematics and finance. In contrary to most research in the field of financial education coming from scholars in areas such as business, accounting, management and economics, this book introduces the contribution of researchers from the field of education to the debate. The book appeals to an international audience composed of researchers, stakeholders, policymakers, teachers, and teacher educators.

Ensenyament de la matemàtica --- Aprenentatge de la matemàtica --- Ensenyament de les matemàtiques --- Ensenyament --- Didàctica de la matemàtica --- Matemàtica --- Financial literacy --- Mathematics --- Study and teaching. --- Capability, Financial (Financial literacy) --- Financial capability (Financial literacy) --- Literacy, Financial --- Life skills --- Finance, Personal --- Social sciences --- Education. --- Education --- Mathematics Education. --- Mathematics in Business, Economics and Finance. --- Curriculum Studies. --- Study and teaching . --- Mathematics. --- Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Curricula