The cognitive and affective dimensions of mathematical difficulties in schoolchildren:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | German |
| Published: |
Duisburg [u.a.]
WiKu-Verl.
2011
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis =M DE-601 =Q pdf/application =N B-1532 Q--MPIB Inhaltsverzeichnis |
| Item Description: | Literaturverz. S. 332 - 349 |
| Physical Description: | 349 S. graph. Darst. 210 mm x 148 mm |
| ISBN: | 9783865533784 |
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MARC
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Record in the Search Index
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| adam_text |
IMAGE 1
TABLE OF CONTENTS
LIST OF FIGURES LIST OF TABLES ACKNOWLEDGEMENTS
ABSTRACT
CHAPTER 1 STATEMENT OF THE PROBLEM 10
1.1 BACKGROUND TO THE STUDY 10
1.1.1 DIFFICULTIES IN LEARNING MATHEMATICS 11
1.1.2 DIFFERENCES BETWEEN MATHEMATICAL DIFFICULTIES AND MATHEMATICAL
DISABILITY 12 1.2 AIMS AND OBJECTIVES 13
CHAPTER 2 DEVELOPMENT OF THE AFFECTIVE RESPONSES TOWARDS MATHEMATICS
SCALE 19 2.1 OVERVIEW 19
2.2 INTRODUCTION 20
2.3 VALIDATION OF THE INSTRUMENT 22
2.3.1 PARTICIPANTS AND PROCEDURE 23
2.3.2 DISCRIMINATORY ITEM ANALYSIS 24
2.3.3 MEASURES OF INTERNAL CONSISTENCY 27
2.3.4 ITEM ANALYSIS 27
2.3.5 FACTOR ANALYSIS 30
2.3.6 TESTS OF INTERNAL CONSISTENCY FOR THE SUBSCALES 35
2.3.7 CRITERION VALIDITY 37
2.3.8 TEST - RETEST RELIABILITY 37
2.4 DISCUSSION 38
CHAPTER 3 AFFECTIVE DIMENSIONS OF MATHEMATICAL DIFFICULTIES 41
3.1 AFFECTIVE RESPONSES IN CHILDREN WITH MATHEMATICAL DIFFICULTIES 41
3.1.1 SELF-EFFICACY 41
3.1.2 MATHS ANXIETY 52
3.1.3 ATTITUDES TOWARDS THE TEACHER 65
3.2 METHOD 72
3.2.1 DESIGN 72
3.2.2 PARTICIPANTS 72
3.2.3 PROCEDURE 81
3.3 RESULTS 82
3.4 DISCUSSION 90
3.4.1 SELF-EFFICACY 91
3.4.2 MATHS ANXIETY 97
3.4.3 ATTITUDES TOWARDS THE TEACHER 104
3.4.4 PERCEIVED CLASSROOM CONDUCT 110
3.5 SUMMARY OF RESULTS 116
3.5.1 ANXIETY 117
3.5.2 PERCEIVED CLASSROOM CONDUCT 119
3.5.3 ATTITUDES TOWARDS THE TEACHER 119
3.5.4 CONCLUSION 120
BIBLIOGRAFISCHE INFORMATIONEN HTTP://D-NB.INFO/1008043222
DIGITALISIERT DURCH
IMAGE 2
CHAPTER 4 COGNITIVE DIMENSIONS OF MATHEMATICAL DIFFICULTIES 126
4.1 OVERVIEW 126
4.2 INDIVIDUAL DIFFERENCES IN ARITHMETIC ABILITY 128
4.2.1 INDIVIDUAL DIFFERENCES IN PHONOLOGICAL LOOP USAGE 132
4.2.2 PHONOLOGICAL LOOP USAGE AND ARITHMETIC PROBLEM SOLVING 135 4.3
METHOD 150
4.3.1 DESIGN 150
4.3.2 PARTICIPANTS 151
4.3.3 MATERIALS 151
4.3.4 PROCEDURE 153
4.3.5 RESULTS 154
4.3.6 DISCUSSION 157
4.4 PERFORMANCE OF CHILDREN WITH MD IN BASIC ARITHMETIC OPERATIONS 158
4.5 STUDY 2: WORKING MEMORY AND ARITHMETIC ABILITIES 162
4.6 METHOD 162
4.6.1 DESIGN 162
4.6.2 PARTICIPANTS 163
4.6.3 MATERIALS 163
4.6.4 PROCEDURE 164
4.6.5 RESULTS 164
4.7 DISCUSSION 169
4.7.1 SIMPLE MULTIPLICATION - NEUTRAL CONDITION 169
4.7.2 SIMPLE MULTIPLICATION - ARTICULATORY SUPPRESSION CONDITION 170
4.7.3 DIFFICULT MULTIPLICATION - NEUTRAL CONDITION 171
4.7.4 DIFFICULT MULTIPLICATION - ARTICULATORY SUPPRESSION CONDITION 172
4.8 CONCLUSION 173
4.8.1 GENERAL DISCUSSION 174
4.8.2 FUTURE SUGGESTIONS 177
CHAPTER 5 INSTRUCTION FOR CHILDREN WITH MATHEMATICAL DIFFICULTIES 180
5.1 OVERVIEW 180
5.1.1 LEARNING MATHEMATICS IN CHILDREN WITH MD - IMPLICATIONS OF THE
FOLLOW THROUGH STUDY 182
5.1.2 LONG TERM EFFECTS OF DIRECT INSTRUCTION ON LEARNING MATHEMATICS
185 5.2 SUMMARY OF THE FOLLOW - THROUGH STUDY 187
5.2.1 FURTHER RESEARCH ON LEARNING WITH DI AND MGI 188
5.2.2 SUMMARY 194
5.3 COMPUTER ASSISTED INSTRUCTION FOR LEARNING MATHEMATICS 195 5.3.1
INTELLIGENT TUTORING SYSTEMS 197
5.3.2 DIFFERENCES BETWEEN ITS AND TRADITIONAL TUTORING SYSTEMS 199 5.3.3
MEDIA AND METHODS DEBATE 200
5.4 METHOD 203
5.4.1 PARTICIPANTS 203
5.4.2 SAMPLING 203
5.5 MATERIAL 204
5.5.1 MINIMALLY GUIDED INSTRUCTION 204
5.5.2 DIRECT INSTRUCTION INTERVENTION "EFIT" 207
5.5.3 WORKED OUT EXAMPLES 209
5.5.4 ADVANCE ORGANISERS 211
5.5.5 MEASURE OF ARITHMETIC ABILITY 213
IMAGE 3
5.6 DESIGN / PROCEDURE 215
5.6.1 PRE-TEST AND POST-TEST 215
5.6.2 RESULTS 217
5.6.3 DISCUSSION 219
5.6.4 CONCLUSION AND FURTHER RESEARCH 221
5.7 STUDY 2: AFFECTIVE RESPONSES TOWARDS MATHEMATICS AND LEARNING GAINS
223 5.7.1 METHOD 224
5.7.2 DISCUSSION 227
5.7.3 CONCLUSION AND FUTURE RESEARCH 229
CHAPTER 6 ARITHMETIC PROBLEM-SOLVING STRATEGIES IN CHILDREN WITH
MATHEMATICAL DIFFICULTIES 232
6.1 OVERVIEW 232
6.2 LITERATURE REVIEW 233
6.2.1 COGNITIVE DEVELOPMENT OF ARITHMETIC PROBLEM-SOLVING STRATEGIES 233
6.2.2 ADDITION AND SUBTRACTION 236
6.2.3 MULTIPLICATION AND DIVISION 249
6.2.4 SUMMARY OF PROBLEM-SOLVING STRATEGIES 258
6.2.5 STRATEGY USAGE IN CHILDREN WITH MD 261
6.2.6 COGNITIVE STYLE AND PROBLEM-SOLVING STRATEGIES 269
6.2.7 COGNITIVE STYLE AND INFORMATION PROCESSING STRATEGIES 272
6.3 METHOD 274
6.3.1 PARTICIPANTS 274
6.3.2 MATERIAL 275
6.3.3 PROCEDURE 276
6.3.4 RESULTS 280
6.3.5 RESULTS - STUDY 2 284
6.4 DISCUSSION 290
6.4.1 COGNITIVE STYLE AND PROBLEM-SOLVING STRATEGIES 296
6.4.2 LIMITATIONS 299
CHAPTER 7 EXPLORING THE LONG-TERM EFFECTS OF DIRECT INSTRUCTION 302 7.1
OVERVIEW 291
7.1.1 THE LONG-TERM EFFECTS OF INSTRUCTIONAL INTERVENTIONS 303
7.1.2 PARTICIPANTS 309
7.1.3 MATERIAL/PROCEDURE 309
7.1.4 RESULTS 310
7.2 DISCUSSION 310
7.3 CONCLUSION AND FUTURE RESEARCH 316
CHAPTER 8 GENERAL DISCUSSION 318
REFERENCES 332 |
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| discipline | Pädagogik Psychologie |
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| indexdate | 2024-10-23T10:05:33Z |
| institution | BVB |
| isbn | 9783865533784 |
| language | German |
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| spelling | Lebens, Morena Verfasser aut The cognitive and affective dimensions of mathematical difficulties in schoolchildren Morena Lebens Duisburg [u.a.] WiKu-Verl. 2011 349 S. graph. Darst. 210 mm x 148 mm txt rdacontent n rdamedia nc rdacarrier Literaturverz. S. 332 - 349 Gefühl (DE-588)4019702-5 gnd rswk-swf Kognition (DE-588)4031630-0 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Mathematik (DE-588)4037944-9 gnd rswk-swf Schüler (DE-588)4053369-4 s Mathematik (DE-588)4037944-9 s Gefühl (DE-588)4019702-5 s Kognition (DE-588)4031630-0 s DE-604 http://library.mpib-berlin.mpg.de/toc/z2011_2075.pdf Inhaltsverzeichnis =M DE-601 =Q pdf/application =N B-1532 Q--MPIB DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024789331&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lebens, Morena The cognitive and affective dimensions of mathematical difficulties in schoolchildren Gefühl (DE-588)4019702-5 gnd Kognition (DE-588)4031630-0 gnd Schüler (DE-588)4053369-4 gnd Mathematik (DE-588)4037944-9 gnd |
| subject_GND | (DE-588)4019702-5 (DE-588)4031630-0 (DE-588)4053369-4 (DE-588)4037944-9 |
| title | The cognitive and affective dimensions of mathematical difficulties in schoolchildren |
| title_auth | The cognitive and affective dimensions of mathematical difficulties in schoolchildren |
| title_exact_search | The cognitive and affective dimensions of mathematical difficulties in schoolchildren |
| title_full | The cognitive and affective dimensions of mathematical difficulties in schoolchildren Morena Lebens |
| title_fullStr | The cognitive and affective dimensions of mathematical difficulties in schoolchildren Morena Lebens |
| title_full_unstemmed | The cognitive and affective dimensions of mathematical difficulties in schoolchildren Morena Lebens |
| title_short | The cognitive and affective dimensions of mathematical difficulties in schoolchildren |
| title_sort | the cognitive and affective dimensions of mathematical difficulties in schoolchildren |
| topic | Gefühl (DE-588)4019702-5 gnd Kognition (DE-588)4031630-0 gnd Schüler (DE-588)4053369-4 gnd Mathematik (DE-588)4037944-9 gnd |
| topic_facet | Gefühl Kognition Schüler Mathematik |
| url | http://library.mpib-berlin.mpg.de/toc/z2011_2075.pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024789331&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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