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Affect, Meta-Affect, and Mathematical Belief Structures

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Beliefs: A Hidden Variable in Mathematics Education?

Part of the book series: Mathematics Education Library ((MELI,volume 31))

Abstract

Beliefs are defined here to be multiply-encoded, internal cognitive/affective configurations, to which the holder attributes truth value of some kind (e.g., empirical truth, validity, or applicability). This chapter offers some theoretical perspectives on mathematical beliefs drawn from analysis of the affective domain, especially the interplay between meta-affect and belief structures in sustaining each other in the individual.

This chapter, partially based on joint work with Valerie A. DeBellis, is adapted from the author’s presentations at the November 1999 meeting on “Mathematical Beliefs and their Impact on the Teaching and Learning of Mathematics” in Oberwolfach, Germany and at the March 2000 meeting on “Social Constructivism, Social Practice Theory and Sociocultural Theory: Relevance and Rationalisations in Mathematics Education” in Gausdal, Norway.

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Authors
  1. Gerald A. Goldin
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Editor information

Editors and Affiliations

  1. La Trobe University, Australia

    Gilah C. Leder

  2. University of Turku, Finland

    Erkki Pehkonen

  3. University of Duisburg, Germany

    Günter Törner

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© 2002 Kluwer Academic Publishers

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Goldin, G.A. (2002). Affect, Meta-Affect, and Mathematical Belief Structures. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library, vol 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_4

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  • DOI: https://doi.org/10.1007/0-306-47958-3_4

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-1-4020-1057-6

  • Online ISBN: 978-0-306-47958-8

  • eBook Packages: Springer Book Archive

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