What Is Perfectionism in Mathematical Task Solving?

2017 ◽  
pp. 243-252
Author(s):  
Lovisa Sumpter
Keyword(s):  
Mathematical Task

scholarly journals An approach to the design of mathematical task sequences: Conceptual learning as abstraction

2016 ◽  
Vol 10 (4) ◽  
pp. 270-279
Author(s):  
Martin A. Simon
Keyword(s):  
Conceptual Learning ◽  
Teaching Experiment ◽  
Mathematical Task ◽  
Mathematical Concepts ◽  
Student Activities ◽  
Reflective Abstraction ◽  
Division Of Fractions ◽  
Task Sequences

This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions. Una aproximación al diseño de secuencias de tareas matemáticas: aprendizaje conceptual como abstracción Este artículo describe una aproximación emergente al diseño de secuencias de tareas y la teoría que la sustenta. La aproximación pretende promover conceptos matemáticos concretos como resultado de una abstracción reflexiva. Es central en esta aproximación la identificación de actividades disponibles para los estudiantes con las que puedan abstraer las ideas pretendidas. La aproximación difiere de aquellas en las que el aprendizaje para resolver problemas es el aprendizaje que se pretende. El artículo ilustra la aproximación a través de datos de un experimento de enseñanza sobre la división de fracciones.Handle: http://hdl.handle.net/10481/41628WOS-ESCI

Evidence That Methylphenidate Enhances the Saliency of a Mathematical Task by Increasing Dopamine in the Human Brain

2004 ◽  
Vol 161 (7) ◽  
pp. 1173-1180 ◽  
Author(s):  
Nora D. Volkow ◽  
Gene-Jack Wang ◽  
Joanna S. Fowler ◽  
Frank Telang ◽  
Laurence Maynard ◽  
...  
Keyword(s):  
Human Brain ◽  
Mathematical Task

scholarly journals An Investigation of the Effects of Changes in the Indoor Ambient Temperature on Arousal Level, Thermal Comfort, and Physiological Indices

2019 ◽  
Vol 9 (5) ◽  
pp. 899 ◽  
Author(s):  
Jongseong Gwak ◽  
Motoki Shino ◽  
Kazutaka Ueda ◽  
Minoru Kamata
Keyword(s):  
Thermal Comfort ◽  
Ambient Temperature ◽  
Task Performance ◽  
Thermal Environment ◽  
Subjective Evaluation ◽  
Arousal Level ◽  
Mathematical Task ◽  
Physiological Indices ◽  
The Relationship ◽  
And Task

Thermal factors not only affect the thermal comfort sensation of occupants, but also affect their arousal level, productivity, and health. Therefore, it is necessary to control thermal factors appropriately. In this study, we aim to design a thermal environment that improves both the arousal level and thermal comfort of the occupants. To this end, we investigated the relationships between the physiological indices, subjective evaluation values, and task performance under several conditions of changes in the indoor ambient temperature. In particular, we asked subjects to perform a mathematical task and subjective evaluation related to their thermal comfort sensation and drowsiness levels. Simultaneously, we measured their physiological parameters, such as skin temperature, respiration rate, electroencephalography, and electrocardiography, continuously. We investigated the relationship between the comfort sensation and drowsiness level of occupants, and the physiological indices. From the results, it was confirmed that changes in the indoor ambient temperature can improve both the thermal comfort and the arousal levels of occupants. Moreover, we proposed the evaluation indices of the thermal comfort and the drowsiness level of occupants using physiological indices.

Prompting versus intermittent confirmation in the learning of a mathematical task

1965 ◽  
Vol 12 (7) ◽  
pp. 533-536
Author(s):  
John D. Mcneil
Keyword(s):  
Experimental Evidence ◽  
Correct Response ◽  
Mathematical Task

There is need for more experimental evidence on whether it is better to present learners with the correct response before asking them to make their own responses (prompting), or whether it is better to require learners to make overt responses before being presented with the correct response (confirmation). Cook and Kendler (1956), for example, found that prompting was superior, but Angell and Lumsdaine (1961) found that a combination of the two practices was more effective than either confirmation or prompting alone.

Beliefs and Their Influence on Mathematical Performance

1989 ◽  
Vol 82 (7) ◽  
pp. 502-505 ◽  
Author(s):  
Joe Garofalo
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Tasks ◽  
Mathematical Task ◽  
Mathematical Content ◽  
Mathematical Performance ◽  
Mathematics Problems ◽  
Course Of Action ◽  
Mathematical Behavior ◽  
Research In Mathematics Education

Recent research in mathematics education has shown that success or failure in solving mathematics problems often depends on much more than the knowledge of requisite mathematical content. Knowing appropriate facts, algorithms, and procedures is not sufficient to guarantee success. Other factors, such as the decisions one makes and the strategies one uses in connect ion with the control and regulation of one's actions (e.g., deciding to analyze the conditions of a problem, planning a course of action, assessing progress), the emotions one fee ls while working on a mathematical task (e.g., anxiety, frustration, enjoyment), and the beliefs one holds relevant to performance on mathematical tasks, influence the direction and outcome of one's performance (Garofalo and Lester 1985; Schoenfe ld 1985; McLeod 1988). These other factors, although not explicitly addressed in typical mathematics instruction, are nonetheless important aspects of mathematical behavior.

The Formation of the Ability to Work with Information in the Study of Elementary Mathematics

2019 ◽  
Vol 7 (6) ◽  
pp. 8-11
Author(s):  
Oxana Rydze
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
Group Work ◽  
Elementary Mathematics ◽  
Mathematical Task ◽  
Ability To Work ◽  
Successful Development ◽  
Data Search ◽  
The Subject ◽  
Task Presentation

The article substantiates the possibility of forming universal educational actions that characterize the information literacy of a primary schoolchild. The following actions are considered: data search in a mathematical task, presentation of information in a given or independently selected form, interpretation of information obtained during the solution in the form of an answer, conclusion or explanation. The pedagogical conditions for the successful development of a primary school student’s ability to work with information using the means of the subject “Mathematics” are described: highlighting common skills and actions for mathematical and informational literacy, using group work to motivate children to learn, maximize inclusion in it, etc.

Factors in acquiring knowledge of a mathematical task.

1962 ◽  
Vol 76 (7) ◽  
pp. 1-21 ◽  
Author(s):  
Robert M. Gagné ◽  
John R. Mayor ◽  
Helen L. Garstens ◽  
Noel E. Paradise
Keyword(s):  
Mathematical Task
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