Motivating Desires for Classroom Engagement in the Learning of Mathematics

Author:

Goldin Gerald A.

Publisher

Springer International Publishing

Reference18 articles.

1. Alston, A., Goldin, G. A., Jones, J., McCulloch, A., Rossman, C., & Schmeelk, S. (2007). The complexity of affect in an urban mathematics classroom. In T. Lamberg & L. R. Wiest (Eds.), Exploring mathematics education in context: Proceedings of the 29th Annual Meeting of PME-NA, Lake Tahoe, NV (pp. 326–333). Reno, NV: University of Nevada.

2. Csikszentmihalyi, M. (1990). Flow: psychology of optimal performance. New York: Cambridge University Press.

3. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

4. Goldin, G. A., Epstein, Y. M., & Schorr, R. Y. (2007). Affective pathways and structures in urban students’ mathematics learning. In D. K. Pugalee, A. Rogerson, & A. Schinck (Eds.), Mathematics education in a global community: Proceedings of the 9th international conference of the mathematics education into the 21st century project (pp. 260–265). Charlotte: University of North Carolina.

5. Goldin, G. A., Epstein, Y. M., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: Behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547–556.

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