%0 Book Section
%T Exploring Teacher’s Epistemic Beliefs and Emotions in Inquiry-Based Teaching of Mathematics
publisher Springer
%D 2019
%U 9783030044312
%U 9783030044329
%@ https://hdl.handle.net/20.500.14352/112953
%X In the present study, we describe the actions and decision-making of teachers in the teaching of modelling, based on their personal epistemology. The teacher’s personal epistemology (epistemic reasoning, beliefs and emotions) acts as a component of the cognitive and emotional conditions of a task required of students. The strategy of analogy as a tool to foster the students’ commitment and motivation in both real world and mathematical transitions, as well as the creation of multiple connections: both vertical (within the world of mathematics) and horizontal (within the real world, outside of mathematics) is prioritised. This paper proposes a conceptualisation of the term personal epistemology, from the current ontology and epistemology of mathematical knowledge.
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