Factors Affecting Students Perceptions Of Difficulty In Calculus Word Problems
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| Author | : Karen S. Sullenger |
| Publisher | : Springer |
| Total Pages | : 302 |
| Release | : 2015-05-07 |
| Genre | : Education |
| ISBN | : 9463000224 |
Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada’s eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada’s National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today.
| Author | : |
| Publisher | : |
| Total Pages | : 104 |
| Release | : 2008 |
| Genre | : Mathematics |
| ISBN | : |
| Author | : David Bressoud |
| Publisher | : Springer |
| Total Pages | : 44 |
| Release | : 2016-06-14 |
| Genre | : Education |
| ISBN | : 3319329758 |
This survey focuses on the main trends in the field of calculus education. Despite their variety, the findings reveal a cornerstone issue that is strongly linked to the formalism of calculus concepts and to the difficulties it generates in the learning and teaching process. As a complement to the main text, an extended bibliography with some of the most important references on this topic is included. Since the diversity of the research in the field makes it difficult to produce an exhaustive state-of-the-art summary, the authors discuss recent developments that go beyond this survey and put forward new research questions.
| Author | : Martha Carr |
| Publisher | : Hampton Press (NJ) |
| Total Pages | : 210 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : |
An overview of the different issues in motivation in mathematics. Chapters are included that present both theory and research on the influence of gender, culture, the classroom environment, and curriculum on children's mathematical performance and evaluation.
| Author | : National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics |
| Publisher | : National Council of Teachers of Mathematics |
| Total Pages | : 214 |
| Release | : 1991 |
| Genre | : Education |
| ISBN | : 9780873533072 |
Authorized Teacher resource for Mathematics, K-12 in Alberta. 1991-2001.
| Author | : University Microfilms, Incorporated |
| Publisher | : University Microfilms |
| Total Pages | : 796 |
| Release | : 1989 |
| Genre | : Education |
| ISBN | : 9780835708418 |
| Author | : Markku S. Hannula |
| Publisher | : Springer |
| Total Pages | : 42 |
| Release | : 2016-06-14 |
| Genre | : Education |
| ISBN | : 3319328115 |
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
| Author | : Susan A. Ambrose |
| Publisher | : John Wiley & Sons |
| Total Pages | : 336 |
| Release | : 2010-04-16 |
| Genre | : Education |
| ISBN | : 0470617608 |
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
| Author | : Justus J. Randolph |
| Publisher | : HAMK Press/Justus Randolph |
| Total Pages | : 123 |
| Release | : 2008 |
| Genre | : |
| ISBN | : 9517844565 |
Over the past thirty years, there has been much dialogue, and debate, about the conduct of educational technology research and development. In this brief volume, the author helps clarify that dialogue by theoretically and empirically charting the research methods used in the field and provides much practical information on how to conduct educational technology research. Within this text, readers can expect to find answers to the following questions: (a) What are the methodological factors that need to be taken into consideration when designing and conducting educational technology research? (b) What types of research questions do educational technology researchers tend to ask? (c) How do educational technology researchers tend to conduct research? (d) What approaches do they use? What variables do they examine? What types of measures do they use? How do they report their research? (d) How can the state of educational technology research be improved? In addition to answering the questions above, the author, a research methodologist, provides practical information on how to conduct educational technology research--from formulating research questions, to collecting and analyzing data, to writing up the research reports--in each of the major quantitative and qualitative traditions. Unlike other books of this kind, the author addresses some of research approaches used less commonly in educational technology research, but which, nonetheless, have much potential for creating new insights about educational phenomena--approaches such as single-participant research, quantitative content analysis, ethnography, narrative research, phenomenology, and others. "Multidisciplinary Methods in Educational Technology Research and Development" is an excellent text for educational technology research methods courses, a useful guide for those conducting (or supervising) research, and a rich source of empirical information on the art and science of educational technology research. Key Questions in Educational Technology Methods Choice are appended. (Contains 13 figures and 13 tables.) [This publication was produced by the HAMK University of Applied Sciences.].
| Author | : James Hiebert |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 214 |
| Release | : 1997 |
| Genre | : Education |
| ISBN | : |
This book presents several key principles for teaching mathematics for understanding that you can use to reflect on your own teaching, make more informed decisions, and develop more effective systems of instruction.
