Cognitive Style and Performance under Distraction: A Partial Replication

1968 ◽  
Vol 26 (3) ◽  
pp. 863-867
Author(s):  
Helen L. Bee
Keyword(s):  
Cognitive Style ◽  
Partial Support ◽  
Partial Replication ◽  
Mathematics Problems ◽  
Interference Test ◽  
And Performance ◽  
And Mathematics

This study is a partial test of a hypothesis advanced by Broverman (1960a, 1960b) that performance under distraction is a function of the degree of match between the requirements of the task and the cognitive style of Ss. It is expected that, when there is a match, little decrement in performance under distraction will be observed. 61 adult Ss were administered the Stroop Word Color Interference Test and categorized as either perceptual-motor or conceptual dominant. Each S was also given anagrams and mathematics problems with and without distraction. No differences between the cognitive style groups were obtained on performance without distraction. However, there were differences in decrement scores (distraction minus non-distraction); conceptual Ss were less disrupted by distraction on anagrams than were perceptual-motor Ss ( p < .05). No differences were obtained on the mathematics problems. The results were taken as partial support from Broverman's hypothesis.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

3D Printable Resources for Engaging STEM Students in Laboratory Learning Activities and Outreach Programs: Inexpensive and User-Friendly Instrument Kits for Educators

MRS Advances ◽  
2018 ◽  
Vol 3 (49) ◽  
pp. 2937-2942 ◽  
Author(s):  
Lon A. Porter
Keyword(s):  
3D Printing ◽  
Mathematics Learning ◽  
Digital Design ◽  
Outreach Programs ◽  
Stem Students ◽  
3D Printed ◽  
Design Software ◽  
And Performance ◽  
And Mathematics ◽  
User Friendly

ABSTRACTContinued advances in digital design software and 3D printing methods enable innovative approaches in the development of new educational tools for laboratory-based STEM (science, technology, engineering and mathematics) learning. The decreasing cost of 3D printing equipment and greater access provided by university fabrication centers afford unique opportunities for educators to transcend the limitations of conventional modes of student engagement with analytical instrumentation. This work shares successful efforts at Wabash College to integrate user-friendly and inexpensive 3D printed instruments kits into introductory STEM coursework. The laboratory kits and activities described provide new tools for engaging students in the exploration of instrument design and performance. These experiences provide effective ways to assist active-learners in discovering the technology and fundamental principles of analysis and deliberately confront the “black box” perception of instrumentation.

scholarly journals Keterampilan Berfikir Siswa SMP dalam Menyelesaikan Soal Matematika Ditinjau dari Kemampuan Number Sense

2019 ◽  
Vol 6 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lilik Setyaningsih ◽  
Arta Ekayanti
Keyword(s):  
Junior High School ◽  
Number Sense ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Ability Test ◽  
Mathematics Problems ◽  
Qualitative Descriptive ◽  
And Mathematics ◽  
Mathematics Problem

This research aimed to describe the students’ thinking skills of each number sense category in solving mathematics problems. This study used a qualitative descriptive approach and involved one class of Year 7 students in one of junior high school in Ponorogo, Indonesia. Data collection involved test and non-test. The instruments were number sense ability test and mathematics problems including six cognitive categories. Data analysis included collecting data, reducing data, analyzing data and drawing conclusions. The results showed that students who had low number sense ability were classified as Lower Order Thinking Skill (LOTS) level. In this category, students can only solve mathematics problem involving remembering and understanding categories. While the students with medium number sense ability also identified at LOTS level. In this category, students can only solve the problem involving applying category. Furthermore, the students who had a high number sense ability were classified as Higher Order Thinking Skill (HOTS) level. In this category, students can solve the mathematics problem involving analyzing) and evaluating categories.

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

scholarly journals Interdisciplinary summer bridge programs to improve student outcomes

2019 ◽  
Author(s):  
Easton R White
Keyword(s):  
Biological Sciences ◽  
Educational Opportunity ◽  
Summer Bridge ◽  
Sat Scores ◽  
Educational Opportunity Program ◽  
Bridge Programs ◽  
Bridge Program ◽  
And Performance ◽  
And Mathematics ◽  
Science Major

The Biology Undergraduate Scholars Program (BUSP) at UC Davis provides additional academic support and advising for a small (<40 students) cohort in the biological sciences each year. Students come from historically underrepresented racial or ethnic groups, the educational opportunity program, or have a disability. As part of the program, students participate in a two-week biology bridge program to prepare them for introductory ecology and evolution. The bridge program involves active learning assignments and team-based learning with a focus on the connection between biology and mathematics. We found that BUSP participants improved their biology knowledge through the summer bridge program. However, math confidence, SAT scores, Grit measures, and performance in the bridge program were not predictive of success in their biology course. We also found that BUSP students were more likely to remain in Life Science major and graduate.

A Study of Planning and Mathematics Instruction for Students with Learning Disabilities

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1343-1354 ◽  
Author(s):  
Jack A. Naglieri ◽  
Suzanne H. Gottling
Keyword(s):  
Learning Disabilities ◽  
Cognitive Strategies ◽  
Assessment System ◽  
Students With Learning Disabilities ◽  
Mathematics Scores ◽  
Self Reflection ◽  
Mathematics Problems ◽  
Cognitive Education ◽  
And Mathematics ◽  
Mathematical Computation

The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Successive model as a base, a cognitive instruction which facilitated planning was provided to two students with low scores on planning, obtained using an experimental version of the Das-Naglieri Cognitive Assessment System, and two students with average planning scores. All students completed three sessions of baseline and seven sessions of cognitive instruction in addition and multiplication. During the cognitive instruction phase, 5-min. sessions of self-reflection and verbalization of strategies about the mathematics problems were conducted after each initial 10-min. session of mathematics. Scores on addition problems showed that all students improved. On multiplication, however, 2 students with low planning scores improved considerably but not 2 with higher planning scores. Implications are provided.

The role of L1 and L2 reading comprehension in solving mathematical word problems

2005 ◽  
Vol 28 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Emine Erktin ◽  
Ayse Akyel
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Private School ◽  
Word Problems ◽  
First Language ◽  
L2 Reading ◽  
Mathematical Word Problems ◽  
And Performance ◽  
And Mathematics ◽  
L1 And L2

Abstract Mathematics educators are concerned about students’ lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students’ difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study mathematics in a second language they cannot be as successful as when they study in their first language. This study investigates the relationship between reading comprehension and performance on mathematics word problems in L1 and L2 for students learning English as a second language in a delayed partial immersion program. Data were collected from 250 Turkish students from Grade 8 of a private school in Istanbul through reading comprehension tests in L1 and L2 and an algebra word problems test prepared in L1 and L2. The results indicate a positive relationship between reading comprehension and mathematics performance. They also show that the students who participated in this study were not disadvantaged when they studied mathematics in English.

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