Underachieving Students’ Mathematical Learning Experience in the Classrooms in Nepal

Practically mathematical learning is often carried out through the provision of learning facilities to achieve the goal of skillfully solving the problem. Probably, quite a lot of mathematics learning is done through the provision of learning experiences to find rules or formulas. However, there is not much mathematics learning that provides the learning experience of mathematics along with the values of the learning mathematics developed in each student. In general, this paper writes about what and how to learn maths of value, so as to characterize. In particular, this paper writes about the notion of learning mathematics, characters, and learning mathematics that develop character. This article is to be understood and acted upon by teachers, student prospective teachers, parents, and the general public in increasing knowledge and stimulus in developing the willingness and learning ability and teaching students/children about mathematics.

Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Complex Problem Solving and Worked Examples

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.23.2.129 ◽

2009 ◽

Vol 23 (2) ◽

pp. 129-138 ◽

Cited By ~ 16

Author(s):

Florian Schmidt-Weigand ◽

Martin Hänze ◽

Rita Wodzinski

Keyword(s):

Problem Solving ◽

Cognitive Load ◽

Learning Experience ◽

Worked Examples ◽

Complex Problem ◽

Complex Problem Solving ◽

Strategic Learning ◽

Learning Behavior ◽

Worked Example ◽

8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000208 ◽

2015 ◽

Vol 223 (2) ◽

pp. 102-109 ◽

Cited By ~ 13

Author(s):

Evelyn H. Kroesbergen ◽

Marloes van Dijk

Keyword(s):

Working Memory ◽

Learning Disabilities ◽

Spatial Working Memory ◽

Number Sense ◽

Mathematical Learning ◽

Visual Spatial ◽

Mathematical Learning Disabilities ◽

Visual Spatial Working Memory ◽

And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Transforming the Learning Experience

PsycEXTRA Dataset ◽

10.1037/e499262006-013 ◽

2001 ◽

Author(s):

Gene M. Paul

Keyword(s):

Learning Experience

Public gallery at the Center for the History of Psychology provides unique learning experience

PsycEXTRA Dataset ◽

10.1037/e574512011-005 ◽

2011 ◽

Keyword(s):

Learning Experience ◽

History Of Psychology ◽

History Of

Numerical matching judgments in children with mathematical learning disabilities

PsycEXTRA Dataset ◽

10.1037/e636952013-435 ◽

2013 ◽

Author(s):

Emmy Defever ◽

Bert De Smedt ◽

Bert Reynvoet

Keyword(s):

Learning Disabilities ◽

Mathematical Learning ◽

Mathematical Learning Disabilities

Stereotype threat inhibits women's mathematical learning

PsycEXTRA Dataset ◽

10.1037/e683152011-497 ◽

2011 ◽

Author(s):

Robert J. Rydell ◽

Michael T. Rydell ◽

Kathryn L. Boucher

Keyword(s):

Stereotype Threat ◽

Mathematical Learning