標(biāo)題: Titlebook: Affect in Mathematical Modeling; Scott A. Chamberlin,Bharath Sriraman Book 2019 Springer Nature Switzerland AG 2019 Pinel.Binet.mathematic [打印本頁] 作者: peak-flow-meter 時間: 2025-3-21 18:37
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作者: Ornithologist 時間: 2025-3-21 21:38
The What and the Why of Modelingparticular provides a way of re-examining issues of affect. The balance of the chapter is devoted to using the TRU framework to examine and in some cases reframe the inquiries into affect and modeling found in the chapters by Goldin, Gómez-Chacón and De La Fuente, Weizel, Middleton and Jansen, and S作者: SPASM 時間: 2025-3-22 02:24
Chapter 8: Development of Modelling Routines and Its Relation to Identity Constructionatic choosing-routine to systematic-choosing-routines and from routines that focus on choosing specific cases to routines that focus on eliciting criterions for choosing. Regarding their identifying activity, we show how participants initially build on their everyday roles in real life (such as moth作者: 勤勉 時間: 2025-3-22 06:02
Chapter 11: Affect and Mathematical Modeling Assessment: A Case Study on Engineering Students’ Expers a state of absorption, in which people forget about time and experience feelings of happiness..We assessed .?=?346 students through the .. To study affect, we developed an instrument of 10 items (Likert-type) to measure students’ experience of challenge and flow. We administered the survey through作者: incredulity 時間: 2025-3-22 10:20 作者: 縱欲 時間: 2025-3-22 14:21 作者: Peak-Bone-Mass 時間: 2025-3-22 18:24
Siti Nuryanah,Sardar M. N. Islams a state of absorption, in which people forget about time and experience feelings of happiness..We assessed .?=?346 students through the .. To study affect, we developed an instrument of 10 items (Likert-type) to measure students’ experience of challenge and flow. We administered the survey through作者: calorie 時間: 2025-3-22 23:06
Engaging Students in Mathematical Modeling: Themes and Issuesral. The commentary ends with key insights for researchers and practitioners. These include the novel ways in which the chapters address affect, the implications of the theoretical models and conceptual frameworks presented in the chapters, and the directions for additional research that can be derived from the questions raised in the chapters.作者: 牙齒 時間: 2025-3-23 04:59
Chapter 6: Exploring Teacher’s Epistemic Beliefs and Emotions in Inquiry-Based Teaching of Mathematis, 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.作者: Crayon 時間: 2025-3-23 07:25 作者: overwrought 時間: 2025-3-23 12:09 作者: muscle-fibers 時間: 2025-3-23 14:46
International Corporate Governance,ncreteness” of mathematical modelling, interpretations of flow in light of Liljedahl’s perspectives addressed in chapters “.” and “.”, balancing context and model generation, the intrinsic appeal of modelling problems for generating flow, and the integration of modelling within other domains.作者: 信條 時間: 2025-3-23 20:59
1869-4918 ical modelling from an international perspective.Provides in.In the book, the relationship between affect and modeling is discussed because, as educational psychologists have suggested for decades, affect directly influences achievement. Moreover, given the importance of mathematical modeling and th作者: 嘲弄 時間: 2025-3-24 00:06 作者: ALOFT 時間: 2025-3-24 06:14
Barbara Sveva Magnanelli,Luca Pirolothematics learners’ experiences to form happiness. We conclude by posing some questions for future directions, as well some recommendations for research tools that may be useful for continuing this line of inquiry.作者: VALID 時間: 2025-3-24 07:40 作者: Petechiae 時間: 2025-3-24 11:29 作者: 人充滿活力 時間: 2025-3-24 16:41 作者: delusion 時間: 2025-3-24 21:20
Chapter 9: The Complex Relationship Between Mathematical Modeling and Attitude Towards Mathematicsnd mathematical modeling can help to construct or reinforce the belief concerning the utility and concreteness of mathematics, and therefore it can foster motivation in studying mathematics; on the other hand a positive attitude towards mathematics can strongly affect the way students approach real mathematics problems.作者: Canary 時間: 2025-3-25 01:35
Chapter 1: The Construct of Affect in Mathematical Modelingatical modeling is considered a process or act, in which problem solvers seek to generate understanding of mathematical information through mathematizing in an iterative process. In this chapter, a model is provided in which the relationship between affect, cognition, and mathematical modeling is elucidated.作者: 平躺 時間: 2025-3-25 06:25
Chapter 2: Metacognition in Mathematical Modeling – An Overviewwill describe different methods and instruments for measuring students’ metacognition concerning modeling as well as important research results. We will close with a summary and open research questions as well as a description of a study that tries to tackle some of these open questions.作者: BRIBE 時間: 2025-3-25 09:17 作者: 遺忘 時間: 2025-3-25 14:20 作者: 受辱 時間: 2025-3-25 19:18 作者: Asperity 時間: 2025-3-25 22:30 作者: investigate 時間: 2025-3-26 03:14 作者: 軍械庫 時間: 2025-3-26 06:12 作者: Psychogenic 時間: 2025-3-26 09:42
Triadic Stakeholder Theory Revisitednts in the same classroom, depending upon the social context. At times, changes in mathematical ideas preceded shifts in engagement, and vice-versa. Aside from the within student differences, our research provides an example of how, within the same classroom, students can have very different engagement and mathematical experiences.作者: Malfunction 時間: 2025-3-26 14:36
Governance Mechanisms and Firm Performance,als for teaching mathematical modelling in general education. That is mathematical modelling as a didactical means for motivating, supporting and enhancing the students’ learning of mathematics or developing the students’ mathematical competency as an educational goal in it own right.作者: 記憶法 時間: 2025-3-26 17:32 作者: 不真 時間: 2025-3-26 23:47
Chapter 4: Engagement Structures and the Development of Mathematical Ideasnts in the same classroom, depending upon the social context. At times, changes in mathematical ideas preceded shifts in engagement, and vice-versa. Aside from the within student differences, our research provides an example of how, within the same classroom, students can have very different engagement and mathematical experiences.作者: avenge 時間: 2025-3-27 04:39 作者: 過份好問 時間: 2025-3-27 07:19 作者: 延期 時間: 2025-3-27 13:13
Commentary on Affect, Cognition and Metacognition in Mathematical Modellingh provide powerful insights to analyze mathematical modelling in terms of affect, cognition, and metacognition. Particularly, I use the sociocultural and sociocritical lens to discuss the ideas presented by the authors and to propose other questions.作者: COMA 時間: 2025-3-27 17:31 作者: Priapism 時間: 2025-3-27 20:38 作者: poliosis 時間: 2025-3-27 22:31 作者: Magnificent 時間: 2025-3-28 02:10
Chapter 4: Engagement Structures and the Development of Mathematical Ideass. The engagement structure construct (Goldin et al. 2011) is a way to account for and describe the complex dynamical interactions that recur as students solve mathematical problems. Our research is focused on a group of eighth grade students solving a problem in a group setting in an urban district作者: aspect 時間: 2025-3-28 08:19
The What and the Why of Modelingcal modeling and why some kinds of mathematical models – the ones that are explanatory in nature – are preferable for educational research to the kinds of taxonomic or statistical models that describe components of a system but fail to say how they work. I then turn to the Teaching for Robust Unders作者: Tdd526 時間: 2025-3-28 10:50
Engaging Students in Mathematical Modeling: Themes and Issues to affect and mathematical modeling that cut across the chapters: social engagement, short-term vs. long-term engagement, the importance of context, the development of theory, and the extent to which the claims made in the chapters are specific to modeling as opposed to mathematics teaching in gene作者: acquisition 時間: 2025-3-28 15:30 作者: 酷熱 時間: 2025-3-28 22:01 作者: 怕失去錢 時間: 2025-3-29 00:22 作者: Chipmunk 時間: 2025-3-29 05:50 作者: interior 時間: 2025-3-29 09:03 作者: Pert敏捷 時間: 2025-3-29 11:23
Chapter 9: The Complex Relationship Between Mathematical Modeling and Attitude Towards Mathematicstic real mathematics problem – and students’ attitude towards mathematics. This relationship has a twofold nature, based on two assumptions: on one hand mathematical modeling can help to construct or reinforce the belief concerning the utility and concreteness of mathematics, and therefore it can fo作者: CUMB 時間: 2025-3-29 16:10 作者: 使迷醉 時間: 2025-3-29 22:57 作者: Diluge 時間: 2025-3-30 00:58 作者: 微枝末節(jié) 時間: 2025-3-30 05:15 作者: Perceive 時間: 2025-3-30 10:40
https://doi.org/10.1007/978-94-007-1588-2ed importance, a relatively small number of studies were conducted focusing metacognition in modeling. One of the reasons may be the fact that metacognition is a rather vague concept developed in different domains and with different conceptualizations. Another reason could be challenges in measuring作者: 類似思想 時間: 2025-3-30 14:32 作者: 無脊椎 時間: 2025-3-30 17:12
Triadic Stakeholder Theory Revisiteds. The engagement structure construct (Goldin et al. 2011) is a way to account for and describe the complex dynamical interactions that recur as students solve mathematical problems. Our research is focused on a group of eighth grade students solving a problem in a group setting in an urban district作者: EXPEL 時間: 2025-3-30 23:23 作者: CERE 時間: 2025-3-31 02:12
Main Results and Their Interpretation, to affect and mathematical modeling that cut across the chapters: social engagement, short-term vs. long-term engagement, the importance of context, the development of theory, and the extent to which the claims made in the chapters are specific to modeling as opposed to mathematics teaching in gene作者: CLASH 時間: 2025-3-31 08:58
Saumitra N. Bhaduri,Ekta Selarkateacher’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 transition作者: 考博 時間: 2025-3-31 12:06
Barbara Sveva Magnanelli,Luca Pirolo learning environments. Specifically, we explore how the components of engagement, meaningfulness, and pleasure may work together in the context of mathematics learners’ experiences to form happiness. We conclude by posing some questions for future directions, as well some recommendations for resear作者: 偏見 時間: 2025-3-31 17:02
