標題: Titlebook: Affect and Mathematical Problem Solving; A New Perspective Douglas B. McLeod,Verna M. Adams Book 1989 Springer-Verlag New York Inc. 1989 Ac [打印本頁] 作者: mountebank 時間: 2025-3-21 18:59
書目名稱Affect and Mathematical Problem Solving影響因子(影響力)
書目名稱Affect and Mathematical Problem Solving影響因子(影響力)學科排名
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書目名稱Affect and Mathematical Problem Solving被引頻次學科排名
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書目名稱Affect and Mathematical Problem Solving讀者反饋
書目名稱Affect and Mathematical Problem Solving讀者反饋學科排名
作者: right-atrium 時間: 2025-3-21 21:36 作者: OTHER 時間: 2025-3-22 01:32
http://image.papertrans.cn/a/image/150606.jpg作者: 盡責 時間: 2025-3-22 06:13
https://doi.org/10.1007/978-3-642-28065-8n. The “problem-solving” and “teaching-and-learning” literature is full of remarks that have a single message: “Someday soon — maybe tomorrow — we must get around to doing something about affect and emotion.” I am delighted to see that “tomorrow” has come.作者: Chandelier 時間: 2025-3-22 11:03
https://doi.org/10.1007/978-3-642-28065-8n extended period of time, the emotional responses frequently become quite intense. Many students will begin to work on a problem with some enthusiasm, treating it like a puzzle or game. After some time, the reactions become more negative. Students who have a plan to solve the problem may get stuck 作者: 親密 時間: 2025-3-22 14:39 作者: 規(guī)范要多 時間: 2025-3-22 17:38
Managerial Capitalism Revisited the context of solving arithmetic story problems. More specifically, I offer some ideas about the way affective responses to mathematical problem-solving situations influence the development, maintenance, and retrieval of information stored in human memory. I outline a model of human memory based u作者: macabre 時間: 2025-3-23 00:32
https://doi.org/10.1007/978-3-642-59499-1 line of inquiry has focused on the differences between experts and novices in a variety of task domains, including mathematics and science (e.g., Frederiksen, 1984; Silver & Marshall, in press). This research has highlighted a number of features that distinguish expert from novice behavior. It has 作者: 針葉類的樹 時間: 2025-3-23 04:19 作者: Blood-Clot 時間: 2025-3-23 08:10 作者: 泛濫 時間: 2025-3-23 12:14
John Roberts,Eric van den Steenre is little doubt that many people have strong negative feelings about story problems. Anecdotal evidence abounds (“I like math, except for story problems”), and is strengthened by an occasional study. Dutton and Blum (1968), for example, found that the statement “Word problems are frustrating” was作者: 同步信息 時間: 2025-3-23 13:58
Corporate Social Responsibility, in research. Our interest in the emotional acts of teachers and children is due in part to Doug McLeod’s gentle prodding. In addition, we have recently conducted a teaching experiment in a second-grade classroom for an entire school year. We and others observed that many “nice things” happen in thi作者: gimmick 時間: 2025-3-23 18:38
,Der Abschlu?prüfer als überwachungsorgan,ortant primarily because they facilitate productive problem-solving behavior. Regardless of one’s perspective, however, it is the case that, as McLeod (1985) has observed, research in the mathematical problem-solving domain has concentrated on cognitive, rather than affective, issues. Another neglec作者: Derogate 時間: 2025-3-24 00:18 作者: 簡潔 時間: 2025-3-24 02:55
Markt, Marktrisiko und Marktrisikoanalyse,rch has delineated the cognitive processes used by good estimators (Reys, Rybolt, Bestgen, & Wyatt, 1980) and poor estimators (Threadgill-Sowder, 1984). The good estimators in the Reys et al. study seemed to have acquired estimation skills without any formal instruction. Are there also noncognitive 作者: Sigmoidoscopy 時間: 2025-3-24 09:50 作者: 刺穿 時間: 2025-3-24 13:40
https://doi.org/10.1007/978-3-540-78411-1 progressing through rational numbers and algebra, and culminating with problem solving by university mathematicians, scholars have been probing cognitions and determining how human beings think with mathematical ideas. This knowledge is beginning to be useful not only in understanding human thought作者: 釋放 時間: 2025-3-24 16:00 作者: BALE 時間: 2025-3-24 21:44
https://doi.org/10.1007/978-3-642-28065-8n. The “problem-solving” and “teaching-and-learning” literature is full of remarks that have a single message: “Someday soon — maybe tomorrow — we must get around to doing something about affect and emotion.” I am delighted to see that “tomorrow” has come.作者: 冷漠 時間: 2025-3-25 00:03
Schriften zur Unternehmensführungedging its importance does not get us far in understanding the role affect plays in problem solving. In the absence of efforts focused on understanding the role and importance of affect in problem solving, our attempts to deal effectively with students’ affect during problem-solving instruction will be guided by hunches and good intentions.作者: 音的強弱 時間: 2025-3-25 05:11
https://doi.org/10.1007/978-1-4612-3614-6Action; Emotion; Problem Solving; Problem-solving; cognitive science; learning; linear optimization; mathem作者: 過多 時間: 2025-3-25 10:47 作者: resuscitation 時間: 2025-3-25 13:56 作者: modest 時間: 2025-3-25 17:22 作者: DEI 時間: 2025-3-25 23:02 作者: Fortify 時間: 2025-3-26 03:06 作者: Antarctic 時間: 2025-3-26 07:38
https://doi.org/10.1007/978-3-540-78411-1ty about mathematics in a one-on-one situation may feel inadequately prepared to deal with anxiety at the classroom level. Perhaps this has been an appropriate reaction to the situation. As many chapters in this book indicate, the relationship between affect and mathematics is complex, having many more components than just anxiety.作者: 漸強 時間: 2025-3-26 09:49
Describing the Affective Domain: Saying What We Mean mathematics have had difficulty communicating clearly with one another owing to, in part, the lack of common usage of terms. These three groups of people seem to be using the same terms to mean different things and different terms to mean the same thing. The following quote from Herb Simon communicates some of my concerns.作者: cognizant 時間: 2025-3-26 16:08
Affective Factors and Computational Estimation Ability). The good estimators in the Reys et al. study seemed to have acquired estimation skills without any formal instruction. Are there also noncognitive factors that influence people to acquire such skills?作者: 哺乳動物 時間: 2025-3-26 19:39
Affective Issues in Teaching Problem Solving: A Teacher’s Perspectivety about mathematics in a one-on-one situation may feel inadequately prepared to deal with anxiety at the classroom level. Perhaps this has been an appropriate reaction to the situation. As many chapters in this book indicate, the relationship between affect and mathematics is complex, having many more components than just anxiety.作者: GUISE 時間: 2025-3-26 23:14
Managerial Capitalism Revisitedpon schema knowledge structures, and I suggest how affective information may be stored within a schema. The chapter is concluded with a discussion of some affective responses to mathematics evidenced by students’ comments as they worked with story problems.作者: 發(fā)怨言 時間: 2025-3-27 01:39 作者: Ibd810 時間: 2025-3-27 07:29
Human Capital and Corporate Governance a restricted posture may be natural for psychologists and artificial intelligence scientists who are concerned primarily with expert systems or machine intelligence, but it simply will not suffice for the study of problem solving in school contexts.作者: Stress 時間: 2025-3-27 11:02
John Roberts,Eric van den Steen one of the more commonly agreed-with statements among 346 students in Grades 6 through 8. It is sobering that even preservice teachers may share such negative feelings; 46% of Smith’s (1964) 123 preservice elementary teachers chose the statement “I am afraid of doing word problems” as representative of their feelings.作者: 拉開這車床 時間: 2025-3-27 16:30
Affect in Schema Knowledge: Source and Impactpon schema knowledge structures, and I suggest how affective information may be stored within a schema. The chapter is concluded with a discussion of some affective responses to mathematics evidenced by students’ comments as they worked with story problems.作者: Flatter 時間: 2025-3-27 19:22
Aesthetic Influences on Expert Mathematical Problem Solvingbeen established, for example, that experts have extensive and powerfully organized stores of domain-specific knowledge that they can access in solving problems in their discipline. Moreover, experts have flexible representation systems available, and they often engage in qualitative analyses of problems before beginning quantitative actions.作者: facetious 時間: 2025-3-28 01:10
Self-Confidence, Interest, Beliefs, and Metacognition: Key Influences on Problem-Solving Behavior a restricted posture may be natural for psychologists and artificial intelligence scientists who are concerned primarily with expert systems or machine intelligence, but it simply will not suffice for the study of problem solving in school contexts.作者: PIZZA 時間: 2025-3-28 03:05
Searching for Affect in the Solution of Story Problems in Mathematics one of the more commonly agreed-with statements among 346 students in Grades 6 through 8. It is sobering that even preservice teachers may share such negative feelings; 46% of Smith’s (1964) 123 preservice elementary teachers chose the statement “I am afraid of doing word problems” as representative of their feelings.作者: Brain-Imaging 時間: 2025-3-28 10:06 作者: Anal-Canal 時間: 2025-3-28 11:03
,Der Abschlu?prüfer als überwachungsorgan,ematics teaching. The study reported here focuses on the teacher and affective issues, using classroom observation. In particular, the research explores the relationship between classroom structures and teaching behaviors and aspects of affect.作者: 凹處 時間: 2025-3-28 17:51
Markt, Marktrisiko und Marktrisikoanalyse, conference gave us an opportunity to discuss the cognitive-emotional interaction, define it for mathematics, understand the process, suggest methods for studying it, and find examples that support our views.作者: 令人苦惱 時間: 2025-3-28 19:19
Teaching Practices and Student Affect in Problem-Solving Lessons of Select Junior-High Mathematics Tematics teaching. The study reported here focuses on the teacher and affective issues, using classroom observation. In particular, the research explores the relationship between classroom structures and teaching behaviors and aspects of affect.作者: 痛苦一生 時間: 2025-3-29 02:26
Psychological Conceptions of Mathematics and Emotion conference gave us an opportunity to discuss the cognitive-emotional interaction, define it for mathematics, understand the process, suggest methods for studying it, and find examples that support our views.作者: 美學 時間: 2025-3-29 06:01
Book 1989rocesses, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.作者: 的事物 時間: 2025-3-29 08:20
The Role of Affect in Mathematical Problem Solvinguccessful attempt. If the students obtain a solution to the problem, they express feelings of satisfaction, even joy. If they do not reach a solution, they may angrily insist on help so that they can reduce their frustration.作者: 浮雕寶石 時間: 2025-3-29 11:52 作者: 樹上結蜜糖 時間: 2025-3-29 18:03
Young Children’s Emotional Acts While Engaged in Mathematical Problem Solvingwe observed could only be described as neutral, or perhaps ‘flat’”(p. 467). In fact, the emotional tone of the classroom we observed seemed to contribute substantially to the favorable opinions of the mathematics instruction formed by classroom observers such as parents, other teachers, and administ作者: SEEK 時間: 2025-3-29 19:47
The Study of Affect and Mathematics: A Proposed Generic Model for Researchition have been formulated; subjects were asked to think aloud (or self-report) as they answered the questions; their responses were studied for patterns of thinking; and, finally, the identified patterns were compared with the overall theory to see if the theory was supported or needed modification作者: 供過于求 時間: 2025-3-29 23:58
ognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.978-1-4612-8178-8978-1-4612-3614-6作者: 尾隨 時間: 2025-3-30 07:20 作者: 高歌 時間: 2025-3-30 08:16
Corporate Social Responsibility,we observed could only be described as neutral, or perhaps ‘flat’”(p. 467). In fact, the emotional tone of the classroom we observed seemed to contribute substantially to the favorable opinions of the mathematics instruction formed by classroom observers such as parents, other teachers, and administ作者: corpus-callosum 時間: 2025-3-30 12:40
https://doi.org/10.1007/978-3-540-78411-1ition have been formulated; subjects were asked to think aloud (or self-report) as they answered the questions; their responses were studied for patterns of thinking; and, finally, the identified patterns were compared with the overall theory to see if the theory was supported or needed modification作者: 陳腐的人 時間: 2025-3-30 18:37
Affect and Learning: Causes and Consequences of Emotional Interactionsn. The “problem-solving” and “teaching-and-learning” literature is full of remarks that have a single message: “Someday soon — maybe tomorrow — we must get around to doing something about affect and emotion.” I am delighted to see that “tomorrow” has come.作者: 可觸知 時間: 2025-3-31 00:22 作者: BYRE 時間: 2025-3-31 03:52
Describing the Affective Domain: Saying What We Mean, psychologists, mathematics educators interested in research on problem solving, and mathematics educators interested in research on attitudes toward mathematics have had difficulty communicating clearly with one another owing to, in part, the lack of common usage of terms. These three groups of pe
