scholarly journals Cubo Mágico: um recurso didático-pedagógico para a sala de aula de Matemática/ Magic Cube: a didactic-pedagogical resource for the Mathematics classroom

2021 ◽  
Vol 7 (4) ◽  
pp. 34211-34222
Author(s):  
André Ramos Florentino ◽  
Lígia Amaoka Fulan ◽  
Armando Paulo da Silva ◽  
Maria Lucia de Carvalho Fontanini ◽  
Eduardo Filgueiras Damasceno ◽  
...  
Keyword(s):  
Mathematics Classroom ◽  
Magic Cube

Multi-level Security Based On Dynamic Magic Cube And Chaotic Maps

2017 ◽  
pp. 106
Author(s):  
Dhaher Abass Redha ◽  
Marwa Mohamed ali Mohsen
Keyword(s):  
Chaotic Maps ◽  
Multi Level ◽  
Magic Cube

APL Programs for the Mathematics Classroom

1989 ◽  
Author(s):  
Norman D. Thomson
Keyword(s):  
Mathematics Classroom

Mathematical self-efficacy and student engagement in the mathematics classroom

2008 ◽  
Vol 8 (3) ◽  
pp. 31-37 ◽  
Author(s):  
Jon Warwick
Keyword(s):  
Student Engagement ◽  
Self Efficacy ◽  
Mathematics Classroom

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

ATTITUDES IN THE MATHEMATICS CLASSROOM

1957 ◽  
Vol 57 (2) ◽  
pp. 113-120 ◽  
Author(s):  
Donovan A. Johnson
Keyword(s):  
Mathematics Classroom
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