Titlebook: Affect and Mathematical Problem Solving; A New Perspective Douglas B. McLeod,Verna M. Adams Book 1989 Springer-Verlag New York Inc. 1989 Ac

音的強(qiáng)弱

https://doi.org/10.1007/978-1-4612-3614-6Action; Emotion; Problem Solving; Problem-solving; cognitive science; learning; linear optimization; mathem

過多

resuscitation

modest

DEI

Fortify

Antarctic

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.

漸強(qiáng)

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.

cognizant

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?

哺乳動(dòng)物

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.