Causal Effects of Cognitive and Affective Factors on Students’ Mathematical Problem Solving Performance

2019 ◽  
Vol 9 (9) ◽  
pp. p9391
Author(s):  
Alberto C. Sanico
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Causal Effects ◽  
Mathematical Problem Solving ◽  
Affective Factors ◽  
Cognitive And Affective Factors

Review: Many Voices, Many Views

1985 ◽  
Vol 16 (5) ◽  
pp. 383-387
Author(s):  
Gerald Kulm
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Cognitive Science ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Concerted Effort ◽  
Affective Factors ◽  
Mathematics Educators ◽  
Published Account ◽  
Present Effort

This book is the latest published account of what is becoming a concerted effort on the part of a group of mathematics educators and cognitive scientists to share research results, methodologies, and directions. As has been the case in previous similar books (e.g., Carpenter, Moser, & Romberg, 1982; Lester & Garofalo, 1982), this volume contains a set of papers delivered at a conference arranged by the editor. The present effort was more ambitious than some previous work in two significant ways. First, the breadth of cognitive science was extended to include artificial intelligence and metacognition; second, the mathematical problem-solving research was opened to embrace concerns related to teaching and affective factors. In this sense, the volume certainly lives up to its subtitle.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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