This study examined the differences between eighth grade athletes and nonathletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998- 1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? 3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? iv Factorial ANOVA‘s were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the threeway interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes. There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students‘ mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased. v This study is d

A sample of corporate instructional designers and professors of instructional design completed the "Corporate Instructional Design Scale." The data yielded information on the extent of agreement that descriptive statements identified conventionally and systematically designed instruction. Descriptive and asymmetric log linear (statistical) analyses were conducted. In the asymmetric log linear analyses, the extent of agreement was used as the dependent variable. The three independent variables with three levels each were Program type (conventionally designed instruction, both conventionally and systematically designed instruction, and systematically designed instruction), Instructional component (instructional intents, instructional strategies, and instructional assessments), and Trainer type (professional trainers in manufacturing, professional trainers in non-manufacturing, and professors of instructional design). The asymmetric log linear analysis using 16 models was a 3x3x3x3 factorial design. The extent of agreement on the indicators of conventional instruction was lower than the extent of agreement on the indicators of systematic instruction. The extent of agreement for instructional assessment indicators was lower than the extent of agreement for instructional intents and strategies. There were only minor differences between the extent of agreement on indicators classified as intents and indicators classified as strategies. the extent of agreement on the indicators which differentiated conventionally and systematically designed instruction was higher for the professors of instructional design than for the trainers in manufacturing and non-manufacturing companies. Study results should be carefully considered by professors of instructional design when designing their instructional design courses. The high extent of agreement by professors of instructional design on items that distinguished conventional instruction and systematic instruction suggest that academia is fairly clear about the indicators of instructional design, specially instructional intents and instructional strategies, while the practitioners of instructional design have a substantially lower extent of agreement. These results suggest at least two conclusions. First, the academic world of instructional design is not in tune with the corporate world. Academia has been promoting idealized procedures for instructional design, while practitioners have adjusted their instructional designed to corporate realities of time and cost. Second, corporate instructional designers have found academic world suggestions unrealistic. Corporate instructional designers have made modifications to their instructional designs. Their instructional designs may actually only approximate whatever type of instruction the professional trainers or corporation where they are employed may advocate.

The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.

The structure of an education system and its curricula reflects the influence of a specific paradigm. Since the onset of colonial rule and apartheid in South Africa about everything in the South African society, including the education system and curricular issues in particular, have been shaped in accordance with the macro paradigm: the modern Western paradigm. The emergence of a new paradigm: the postmodern paradigm, created the possibility of a new order of thinking which influenced all societal domains and aspects and propelled the society into the new millennium. Since 1994 a new approach forms the corner stone of all the new South African policy documents on education. It is for this reason that the issue of an arts education curriculum is investigated from a paradigmatic point of view with reference to the modern, the postmodern and the African paradigms. Various components, roles and dynamics of educational curricula cast in the modern paradigm framework are compared with characteristics of their counterparts in the postmodern paradigm framework, and how they can influence the design of curricula, especially arts education. The contribution of an African paradigmatic perspective is accounted for. A new approach to curriculum development based on the ideals of a learner-centred education approach, an outcomes-based education approach and the integration of subjects into specific learning areas has officially been adopted as the approach for transforming education and curricular issues, resulting in the present Curriculum 2005. Within the context of the Arts and Culture learning area of this Curriculum, the study concentrates on and emphasises the integration of the four art forms of dance, drama, music and visual art in order to overcome the legacy of fragmentation of a curriculum. The study culminates in a proposed integrated arts education outline for curriculum development that defines the rationale and vision for South African arts education. The researcher contends that there is sufficient scope for arts education to contribute its unique aesthetic values to the new national curriculum in South Africa and that integration of these art forms does not in any way diminish the unique character of each. / Didactics / D. Ed. (Didactics)

Text in Afrikaans / Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak. / In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2005. / In this dissertation I critically explore school governance in relation to a liberal conception of deliberative democracy incorporating an argument for democratic citizenship. The notion of decentralisation and representative democracy informed collective decision making with the advent of South Africa’s constitutional democracy. This emphasis on participatory democracy aims to enhance nation building/citizenship as South Africa endeavours to sever its ties with its Apartheid past. Entrenched in the practice of representative democracy particularly in the context of schools is educational governance implemented through School Governing Bodies (SGBs). I argue that the legitimate learner and parent voices seem to be excluded from SGB practices – a notion which reinforces the presence of weak democratic practices. My concern is that SGBs in disadvantaged communities do not necessarily adhere to the tenets of democracy as accentuated in the Constitution of South Africa, incorporating the Bill of Rights and the South African Schools Act (SASA of 1996). A weak form of democratic practice seems to manifest itself when the SASA and the implementation thereof are inconsistent with each other, resulting in school governance practices operating in a manner contrary to what the Act purports. The promotion of democracy customarily involves protecting the legitimate (individual and community) interests of all. It is in this context that this dissertation attempts to find a route towards stronger democratic practices, therefore endorsing some of the principles of the South African Constitution, the Bill of Rights and the SASA. I argue that SGB practices seem to undermine these legitimate interests thus posing a dilemma for democracy. In addition current SGBs do not seemingly establish conditions according to which deliberative democratic practices can be achieved. And, unless SGBs also connect deliberative practices with citizenship as well as to “experiencing what is Other”, it would remain weakly democratic. For deliberative practices to happen I propose that conditions ought to be established whereby reasonableness and the incorporation of “the Other”, that is, learners and parents need to be included through pedagogic attentiveness – what can epistemologically referred to as “witnessing the “unknowability of the Other”, can counter such a weak democracy. In other words by including the marginalised voices that are seemingly excluded from SGBs, the potential to move towards strong democratic practices shall be enhanced.

Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The decentralisation of power in education is part of a global process that has become part of the education reform policies of most countries. Decentralisation, which is typified by the redistribution of power to local levels, is claimed to serve a variety of ends from democratization to efficiency, empowerment of stakeholders to improved quality of education. It is, however, a complex process that is difficult to capture as power is seen to manifest in multiple ways. During the nineties Zimbabwe, against the background of a massive increase in enrolments, for a variety of reasons including the improvement of the quality of education, embarked on the re-distribution of administrative and financial power in the Ministry of Education, Sport and Culture. The implementation of this policy revealed major discrepancies between the intentions of government and the way it translated in educational sites. The aim of this study is to explore how the intentions of decentralisation in education as a policy aimed that the improvement of the quality of education is experienced by school principals. An interpretative methodology with in depth interviews, focus groups, some observations and document analysis were employed to engage in the debates about decentralisation. Although this was a small study the findings concurred with studies of decentralisation in other countries where it was found that the re-distribution of power in education manifests differently in different contexts in the same country. In countries such as Zimbabwe where resource limitations and restructuring concomitantly took place the experience of principals revealed that conditions arose that could not be seen to be conducive to the improvement of the quality of education such as the ambiguity of the meaning of who is responsible for what, the power struggles as government was seen to recentralise crucial roles, increased workloads of principals due to the devolving of administrative and supervisory functions to school level, loss of teachers and other specialist functionaries conducive to a drop in standards and the challenge to parents who had to contribute increasingly to enable schooling of their children. These findings are indicative of the claims from studies in other countries that decentralisation as a policy for whatever reason is seldom more than political rhetoric to decentralise conflict. Exploring the intersection between the literature on decentralisation and parental involvement of education, however, revealed the opening up of other spaces that enabled local power relations to develop in creative ways as parents got increasingly involved in schools. Apart from the challenges related to the redistribution of power as authority delegated, devolved or deconcentrated from government, this study revealed that power manifests in relations and interactions not necessarily ascribed to the intentions of policy, neither as a substance or function only. / AFRIKAANSE OPSOMMING: Die desentralisering van mag in die onderwys maak deel uit van ʼn wêreldwye proses van onderwyshervorming. Desentralisasie, wat deur die herverspreiding van mag na plaaslike vlakke gekenmerk word, is veronderstel om aan ʼn verskeidenheid doele te beantwoord – van demokratisering tot die verhoging van doeltreffendheid, die bemagtiging van belanghebbendes, en die verbetering van onderwysgehalte. Desentralisasie is egter ‘n komplekse proses waaraan moeilik uitvoering gegee kan word, aangesien mag in verskeie gedaantes voorkom. In die negentigerjare het Zimbabwe, teen die agtergrond van ʼn drastiese toename in inskrywings, die herverspreiding van administratiewe en finansiële mag in die Ministerie van Onderwys, Sport en Kultuur onderneem. Dié stap is aan verskillende redes toegeskryf, waaronder die verbetering van onderwysgehalte. Die toepassing van die beleid het egter groot teenstrydighede aan die lig gebring tussen die regering se voornemens, en hoe dié voornemens uiteindelik prakties in onderwysinstellings ten uitvoer gebring is. Die doel van hierdie studie is om skoolhoofde se ervaring van onderwysdesentralisasie as beleid te ondersoek. Die studie is vanuit ‘n interpreterende benadering gedoen met diepte-onderhoude, fokusgroepe, ʼn paar waarnemings sowel as dokumentontleding. Ongeag die beperkte omvang van die studie, stem die bevindinge ooreen met dié van navorsing oor desentralisasie in ander lande, waar bevind is dat herverspreiding van mag in dieselfde land in verskillende kontekste verskillend realiseer. In lande soos Zimbabwe, waar herstrukturering te midde van hulpbronbeperkinge plaasgevind het, het skoolhoofde bepaalde omstandighede ervaar wat nié die verbetering van onderwysgehalte sou kon bevorder het nie. Dít sluit in onsekerheid oor die onderskeie partye se verantwoordelikhede; die magstryd toe die regering kernrolle sentraal beheer; swaarder werklaste vir skoolhoofde nadat administratiewe en toesigfunksies na skoolvlak afgewentel is; ʼn verlies aan onderwysers en ander spesialisamptenare, wat op sy beurt standaarde laat daal het, en ouers se groter verantwoordelikheid om al hoe meer by te dra ten einde hulle kinders se opvoeding te verseker. Hierdie bevindinge strook ook met dié van studies in ander lande, naamlik dat desentralisering as ʼn beleid om watter rede ook al selde meer is as politieke retoriek ten einde konflik te desentraliseer. Nadere ondersoek van die verband tussen navorsing oor desentralisasie, en dié oor ouerbetrokkenheid by onderwys het egter daarop gedui dat desentralisering wel nuwe moontlikhede kan ontsluit vir die skeppende ontwikkeling van plaaslike magsverhoudinge namate ouers al hoe meer by skole betrokke raak. Buiten die uitdagings met betrekking tot die herverspreiding van mag namate regeringsgesag gedelegeer, afgewentel of gedekonsentreer word, dui dié studie daarop dat mag soms ook in verhoudinge en wisselwerkings geopenbaar word wat nie noodwendig met die voornemens van die beleid verband hou nie, en dit mag voorts nie as net substansie of net funksie tot uiting kom nie.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study deals with an analysis of Mozambican education policy documents, linking this analysis to theories of democratic citizenship education. It suggests that, for Mozambican people to become active citizens who are able to face and challenge their social problems, a deliberative democratic citizenship education has to be adopted in their schools. In such deliberation the citizens should participate equally and freely in different debates and activities, without feeling intimidated by those in power. If such deliberative democratic citizenship education does not exist in schools, the citizens may not be able to recognise their rights and find solutions for the problems in society. The ideas of philosophers of deliberative democratic citizenship education, such as Amy Gutmann and David Thompson, Seyla Benhabib and Iris Marion Young, are used to think about democratic citizenship education in Mozambique. This analysis assists in answering the following research question: ‘Can the education policies in schools contribute to promoting democratic citizenship education in the Mozambican society? If not, what should be done?’ Furthermore, interpretive methodology and analytical inquiry are applied as methods to interpret and understand the education policy documents and to undertake a critical analysis of the concept of democratic citizenship education, as well as of education policy documents. The analysis of Mozambican education policy documents illustrates clearly that the government is concerned about the eradication of illiteracy, by increasing access to education, equality and quality of education, and the preparation of citizens who know their basic rights and can contribute to the development of their communities and democracy. The results demonstrate that the government is achieving some of the goals related to access to education. For instance, the government increased the number of primary schools from 7 013 in 1999 to 11 859 in 2008. However, more still needs to be done with respect to the quality of education. Furthermore, the study demonstrates that Mozambican education policies lack democratic citizenship education. For instance, the education policies were analysed in three distinct periods, namely post-independence, post-civil war and the period of the Millennium Development Goals. The policies are indicated to be inadequate to cultivate democratic citizens in Mozambican society, particularly because there is a need to boost a deliberative democratic citizenship education in schools. For example, in the first period, citizens did not have an opportunity to deliberate and be autonomous citizens in the educative process. Everything was done by the government. In the second period the government allowed the participation of other organisations, communities and institutions in the educative process, but there is no specification of how those citizens participated in the process of decision making. In the third period the government became concerned about important aspects and values of democratic citizenship education that should be taught directly in school. In this context the government introduced Civic and Moral Education and themes to be discussed in the classroom, which potentially will enable citizens to be critical. This situation shows that, in public schools, teachers should educate learners through classroom deliberations. It implies that teachers need to create conditions for the teaching and learning process so that all citizens, independent of their origin, class, sex and race, can participate and work together in deliberation. / AFRIKAANSE OPSOMMING: Hierdie studie handel oor ’n analise van Mosambiekse onderwysbeleidsdokumente, en verbind hierdie analise aan teorieë van demokratiese burgerskapsonderwys. Dit stel voor dat vir Mosambiekers om aktiewe burgers te word wat die vermoë het om hulle sosiale probleme te konfronteer en uit te daag, ’n beraadslagende demokratiese burgerskapsonderwys in hulle skole nodig is. In sulke beraadslaging moet burgers op ’n gelyke voet en vrylik aan debatte of aktiwiteite deelneem, sonder dat hulle deur die maghebbers geïntimideer word. Indien so ’n beraadslagende demokratiese burgerskapsonderwys nie in die skole bestaan nie, sal burgers moontlik nie hulle regte herken nie en ook nie oplossings vir die samelewing se probleme kan vind nie. Die idees van filosowe van beraadslagende demokratiese burgerskapsonderwys soos Amy Gutmann en David Thompson, Seyla Benhabib en Iris Marion Young is gebruik om demokratiese burgerskapsonderwys in Mosambiek te oorweeg. Hierdie analise dra daartoe by om die volgende navorsingsvraag te beantwoord: ‘Kan die onderwysbeleide in skole ’n bydrae maak tot die bevordering van demokratiese burgerskapsonderwys in die Mosambiekse samelewing? Indien nie, wat moet gedoen word?’ Verder is verklarende metodologie en analitiese ondersoek as metodes gebruik om die onderwysbeleidsdokumente te interpreteer en te verstaan en om ’n kritiese analise van die konsep van demokratiese burgerskapsonderwys, sowel as van die onderwysbeleidsdokumente, te onderneem. Die analise van Mosambiekse onderwysbeleidsdokumente toon duidelik dat die regering ernstig is oor die uitwissing van ongeletterdheid, met toenemende toegang tot onderwys, gelyke en kwaliteitopvoeding, en die voorbereiding van burgers wat bewus is van hulle basiese regte en ’n bydrae kan maak tot die ontwikkeling van hulle gemeenskappe en die demokrasie. Die resultate toon dat die regering sommige van sy doelwitte behaal met betrekking tot toegang tot onderwys. Byvoorbeeld, die regering het die aantal laerskole vermeerder van 7 013 in 1999 tot 11 859 in 2008. Meer moet egter nog gedoen word met betrekking tot die kwaliteit van onderwys. Die studie demonstreer verder dat Mosambiekse onderwysbeleide ’n gebrek aan demokratiese burgerskapsonderwys toon. Die onderwysbeleide is byvoorbeeld in drie afsonderlike tydperke geanaliseer, naamlik ná onafhanklikheid, ná die burgeroorlog en in die tydperk van die Millennium Ontwikkelingsdoelwitte. Die beleide is duidelik onvoldoende om demokratiese burgers in die Mosambiekse samelewing daar te stel, veral omdat daar nog ’n behoefte daaraan is om ’n beraadslagende demokratiese burgerskapsonderwys in skole ’n hupstoot te gee. Byvoorbeeld, in die eerste tydperk is burgers nie die geleentheid gegun om te beraadslaag en as outonome burgers in die onderwysproses op te tree nie. Alles is deur die regering gedoen. In die tweede tydperk het die regering deelname deur ander organisasies, gemeenskappe en instansies in die onderwysproses toegelaat. Maar daar is geen aanduiding van hoe hierdie burgers in die besluitnemingsproses deelgeneem het nie. In die derde tydperk was die regering besorgd oor belangrike aspekte en waardes van demokratiese burgerskapsonderwys wat direk in die skool onderrig moet word. In hierdie konteks het die regering Burgerleer en Sedeleer en temas wat in die klaskamer bespreek moet word, ingevoer wat burgers potensieel sal help om krities te wees. Hierdie situasie toon dat onderwysers in staatskole leerders in klaskamerberaadslaging moet opvoed. Dit impliseer dat onderwysers vir die onderrig- en leerproses toestande moet skep waarin alle burgers, ongeag hulle oorsprong, klas, geslag en ras, kan deelneem en saam kan beraadslaag.

The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study. / by Lori Kijanka. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:30:59Z No. of bitstreams: 1 Adriano de Morais Martins.pdf: 1050611 bytes, checksum: f9d015c33a34637340247d0cbd439217 (MD5) / Made available in DSpace on 2018-07-11T12:30:59Z (GMT). No. of bitstreams: 1 Adriano de Morais Martins.pdf: 1050611 bytes, checksum: f9d015c33a34637340247d0cbd439217 (MD5) Previous issue date: 2018-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this thesis is to bring the debate about the affective domain in Mathematics Education to the national scene and as specific objectives: to understand the affective domain, to select and present a synthesis of texts related to the theme and to identify the theoretical references used. For that, we developed a theoretical study of a qualitative nature, built from the study of international researches that deal with the affective domain and its dimensions, supported by content analysis. The study is justified by the lack of debate in Mathematics Education of this topic in the national scope and the absence of theoretical and theoretical-methodological studies. Throughout our study, we define the affective domain as a set of dimensions formed by beliefs, attitudes, values and emotions. Initially, we sought to understand the historical process that led to the studies that were focused on the beliefs for the studies focused and other dimensions of the affective domain. The construction of the research was based on contemporary studies by international authors, all of 2015. Thus, the studies selected for our research were: the study entitled "Toward a participatory approach to" beliefs "in Mathematics Education" by Jeppe Skott, which dealt with a contemporary vision for the study of beliefs; the study "From Love, Frustration and Mathematics: A Historical-Cultural Approach to Emotions in Teaching and Learning Mathematics" by Luis Radford, who studied the construction of emotions and how they fit into teaching mathematics in a classroom; "The Attitude Construct in Mathematical Education" written by Pietro Di Martino and Rosetta Zan, which dealt with issues related to attitude building; the study by Katrin Rolka and Bettina Roesken-Winter entitled "Network between theories to understand beliefs and their fundamental role in Mathematical Education", which proposed studies from the intercession of different theories about beliefs; and the study written by George N. Philippou and Marilena Pantziara, "Developments of Effective Beliefs in Mathematics Teachers," who advocated studies on effective teacher beliefs that correspond to beliefs about the teacher's ability to organize and execute directed actions to accomplish a task specific. The studies show that when looking at teacher training and student achievement through theoretical lenses aimed at the affective domain, we can obtain better results in the research that addresses teacher training, better understand the difficulties of the students and propose continuing education course more effective. In this way we hope that this study will contribute to Brazilian researchers who intend to study this subject / A presente tese tem como objetivo geral trazer o debate sobre o domínio afetivo na Educação Matemática para o cenário nacional e como objetivos específicos: compreender o domínio afetivo, selecionar e apresentar uma síntese de textos relacionados ao tema e identificar os referenciais teóricos utilizados. Para tanto, desenvolvemos um estudo teórico de caráter qualitativo, construído a partir do estudo de pesquisas internacionais que tratam do domínio afetivo e suas dimensões, apoiados na análise de conteúdo. O estudo se justifica pela carência de debate na Educação Matemática desse tema em âmbito nacional e a ausência de estudos teóricos e teóricos-metodológicos. Ao longo de nosso estudo, definimos o domínio afetivo como um conjunto de dimensões formados pelas crenças, atitudes, valores e emoções. Inicialmente, buscamos compreender o processo histórico que conduziu os estudos que estavam voltados às crenças para os estudos voltados às demais dimensões do domínio afetivo. A construção da pesquisa ocorreu a partir de pesquisas contemporâneas de autores internacionais, publicados em 2015. Dessa forma, os estudos selecionados para nossa pesquisa foram: o estudo intitulado “Rumo a uma abordagem participativa para “crenças” em Educação Matemática” de Jeppe Skott, que tratou de uma visão contemporânea para o estudo das crenças; o estudo “Do Amor, frustração e Matemática: uma abordagem histórico-cultural de Emoções no Ensino e Aprendizagem de Matemática” de Luis Radford, que estudou a construção das emoções e como elas se inserem no ensino de matemática em uma sala de aula; “O constructo de atitude em Educação Matemática” escrito por Pietro Di Martino e Rosetta Zan, que trataram de questões relativas à construção de atitude; o estudo de Katrin Rolka e Bettina Roesken-Winter intitulado “Rede entre teorias para compreender crenças e seu papel fundamental na Educação Matemática”, que propuseram estudos a partir da intercessão de diferentes teorias sobre crenças; e o estudo escrito por George N. Philippou e Marilena Pantziara, “Desenvolvimentos de crenças eficazes nos professores de Matemática”, que defenderam estudos sobre crenças eficazes de professores que corresponde as crenças sobre a capacidade do professor organizar e executar ações direcionadas para realizar uma tarefa específica. Os estudos apontam que ao olhar para a formação do professor e rendimento escolar dos alunos por meio de lentes teóricas voltadas ao domínio afetivo, podemos obter melhores resultados nas pesquisas que abordam formação de professores, compreender melhor as dificuldades dos alunos e propor curso de formação continuada mais eficazes. Desse modo esperamos que esse estudo contribua para pesquisadores brasileiros que se propuserem a estudar esse tema