scholarly journals THESAURUS APPROACH: ON THE FORMATION OF MATHEMATICAL COMPETENCE AND COMPETENCE OF FUTURE ENGINEERS

2021 ◽  
Vol 02 (07) ◽  
pp. 26-33
Author(s):  
Riskeldi Musamatovich Turgunbaev ◽  
◽  
Umurbek Ibadillaevich Kushmurotov ◽  
Keyword(s):  
Mathematical Competence ◽  
Mathematical Competencies

In the article, the question of improving the formation of mathematical competencies and competencies of future engineers on the basis of a fast-paced approach is developed, in particular, the main concepts, the main issues of the topic, the importance of building a thesaurus, which includes the methods of activity for solving these issues.

scholarly journals Teacher’s strategies to promote student’s mathematical competencies in algebra: a case study

2019 ◽  
Vol 1265 ◽  
pp. 012016
Author(s):  
Masduki Masduki ◽  
Stephanus Suwarsono ◽  
M T Budiarto
Keyword(s):  
Mathematical Competencies

Influence of Technological Resources on the Development of Mathematical Competence in High School

2021 ◽  
Vol 23 (2) ◽  
pp. 19-25
Author(s):  
Maria Jose Albert ◽  
Manuel Blazquez-Merino ◽  
Africa Lopez-Rey ◽  
Manuel Castro
Keyword(s):  
High School ◽  
Mathematical Competence

scholarly journals Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

2021 ◽  
Vol 9 (1) ◽  
pp. 10
Author(s):  
Michaela A. Meier ◽  
Julia A. Burgstaller ◽  
Mathias Benedek ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
Exploratory Study ◽  
Mathematical Creativity ◽  
Good Reliability ◽  
Mathematical Competence ◽  
First Order ◽  
The Past ◽  
Confirmatory Factor ◽  
Order Factor ◽  
General Creativity ◽  
Creativity Measure

Mathematical creativity is perceived as an increasingly important aspect of everyday life and, consequently, research has increased over the past decade. However, mathematical creativity has mainly been investigated in children and adolescents so far. Therefore, the first goal of the current study was to develop a mathematical creativity measure for adults (MathCrea) and to evaluate its reliability and construct validity in a sample of 100 adults. The second goal was to investigate how mathematical creativity is related to intelligence, mathematical competence, and general creativity. The MathCrea showed good reliability, and confirmatory factor analysis confirmed that the data fitted the assumed theoretical model, in which fluency, flexibility, and originality constitute first order factors and mathematical creativity a second order factor. Even though intelligence, mathematical competence, and general creativity were positively related to mathematical creativity, only numerical intelligence and general creativity predicted unique variance of mathematical creativity. Additional analyses separating quantitative and qualitative aspects of mathematical creativity revealed differential relationships to intelligence components and general creativity. This exploratory study provides first evidence that intelligence and general creativity are important predictors for mathematical creativity in adults, whereas mathematical competence seems to be not as important for mathematical creativity in adults as in children.

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

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