Zobrazeno 1 - 10
of 857
pro vyhledávání: '"Mathematical cognition"'
Publikováno v:
Frontiers in Developmental Psychology, Vol 2 (2024)
IntroductionMonitoring and controlling one's performance are essential skills for children's cognitive development and academic success. Metacognitive control, operationalized as post-error adjustments, is, however, often measured in conflict tasks,
Externí odkaz:
https://doaj.org/article/7f19943028ce480f87bc4ededade8380
Publikováno v:
Frontiers in Education, Vol 9 (2024)
This study investigated whether performance on a mathematical strategy-generating task showed evidence for a serial order effect (decreasing fluency but increasing originality and creativity of strategies over time). One-hundred and fifty-five underg
Externí odkaz:
https://doaj.org/article/d57a3c0618f94b919718b89174c40179
Publikováno v:
Heliyon, Vol 10, Iss 9, Pp e29831- (2024)
Mathematics teaching strategies have a positive impact on learning. However, there is a lack of studies on non-traditional approaches to early mathematics education in the specialized scientific literature. In this theoretical framework, a study to c
Externí odkaz:
https://doaj.org/article/ea0a598e54194ee68198b41f5c2cb774
Autor:
Ana Marie L. Taguinod, Delon A. Ching
Publikováno v:
International Journal of Educational Management and Development Studies, Vol 4, Iss 4, Pp 216-240 (2023)
This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one g
Externí odkaz:
https://doaj.org/article/1b3db2bc3350472cad5c1da869ad858f
Distributed Practice and Time Pressure Interact to Affect Learning and Retention of Arithmetic Facts
Publikováno v:
Journal of Numerical Cognition, Vol 9, Iss 2, Pp 302-326 (2023)
Arithmetic is commonly taught through timed practice and drill, yet little research exists to guide optimal practice structure. This study investigated the effects of distributed practice and time pressure on the acquisition and retention of arithmet
Externí odkaz:
https://doaj.org/article/3e5c6ece7ea94507bfe002695f0565e2
Publikováno v:
Journal of Numerical Cognition, Vol 9, Iss 1, Pp 107-128 (2023)
For students to advance beyond arithmetic, they must learn how to attend to the structure of math notation. This process can be challenging due to students' left-to-right computing tendencies. Brackets are used in mathematics to indicate precedence b
Externí odkaz:
https://doaj.org/article/9fa5792a42d8484f9a22bc50a2d951e1
Publikováno v:
Frontiers in Human Neuroscience, Vol 17 (2023)
In 1974, Roger Sperry, based on his seminal studies on the split-brain condition, concluded that math was almost exclusively sustained by the language dominant left hemisphere. The right hemisphere could perform additions up to sums less than 20, the
Externí odkaz:
https://doaj.org/article/9cc5a8d9d3ee4347be01708ea3db3345
Autor:
Jerzy Pogonowski
Publikováno v:
Zagadnienia Filozoficzne w Nauce, Vol 70, Pp 183-211 (2021)
This review discusses the content of Mateusz Hohol’s new book Foundations of Geometric Cognition. Mathematical cognition has until now focused mainly on human numerical abilities. Hohol’s work tackles geometric cognition, an issue that has not be
Externí odkaz:
https://doaj.org/article/60eaf2a486194cda8696f784d9515368
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