Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Xenia Vamvakoussi"'
Autor:
Dimitris Fokas, Xenia Vamvakoussi
Publikováno v:
Ψυχολογία: το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, Vol 27, Iss 1 (2022)
Η μετάβαση από τους φυσικούς στους ρητούς αριθμούς παρουσιάζει δυσκολίες για τους μαθητές, μέρος των οποίων οφείλεται στην καταχρηστικ
Externí odkaz:
https://doaj.org/article/d3e187a2497841228e5f09f0bfa63ee7
Publikováno v:
Journal of Numerical Cognition, Vol 4, Iss 1, Pp 84-106 (2018)
In this paper we focus on the development of rational number knowledge and present three research programs that illustrate the possibility of bridging research between the fields of cognitive developmental psychology and mathematics education. The fi
Externí odkaz:
https://doaj.org/article/38997d6649944b5194554454d6674391
Autor:
Maria Bempeni, Xenia Vamvakoussi
Publikováno v:
Frontline Learning Research, Vol 3, Iss 1 (2015)
We present the results of an in-depth qualitative study that examined ninth graders’ conceptual and procedural knowledge of fractions as well as their approach to mathematics learning, in particular fraction learning. We traced individual differenc
Externí odkaz:
https://doaj.org/article/3ed766df395c48d9aa9aa406399b2998
Publikováno v:
Mathematical Thinking and Learning. :1-14
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5cc8669ff39c9fefe42420c6cf2bdf08
https://doi.org/10.1080/10986065.2022.2128276
https://doi.org/10.1080/10986065.2022.2128276
Publikováno v:
Mathematics Education Research Journal.
Over the last years, there is a growing interest in studying students’ difficulties with rational numbers from a cognitive/developmental perspective, focusing on the role of prior knowledge in students’ understanding of rational numbers. The pres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::60db2dd88d9086d784876109f77925e2
https://doi.org/10.1007/s13394-021-00398-3
https://doi.org/10.1007/s13394-021-00398-3
Autor:
Xenia Vamvakoussi
Publikováno v:
ZDM. 49:497-507
The problem of adverse effects of prior knowledge in mathematics learning has been amply documented and theorized by mathematics educators as well as cognitive/developmental psychologists. This problem emerges when students’ prior knowledge about a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e007efd92d2ef2590c992b927619853f
https://doi.org/10.1007/s11858-017-0857-5
https://doi.org/10.1007/s11858-017-0857-5
Autor:
Pirjo Aunio, Drew Bailey, Daniel B. Berch, Talia Berkowitz, Douglas H. Clements, Caitlin Craddock, Emily N. Daubert, Dinorah De Leó, Lydia DeFlorio, Dahiana Fitipalde, Douglas Fuchs, Lynn S. Fuchs, David C. Geary, Dominic J. Gibson, Justin Halberda, Asha K. Jitendra, Yemimah King, Alice Klein, Josh Langfus, Susan C. Levine, Melissa E. Libertus, Alejandro Maiche, Álvaro Mailhos, Amelia S. Malone, Kathleen Mann Koepke, Amy R. Napoli, David J. Purpura, Geetha B. Ramani, Julie Sarama, Nicole R. Scalise, Pamela M. Seethaler, Prentice Starkey, Xenia Vamvakoussi, John Woodward
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::519e11101716dc1651eae83d687f189b
https://doi.org/10.1016/b978-0-12-815952-1.09991-6
https://doi.org/10.1016/b978-0-12-815952-1.09991-6
Autor:
Xenia Vamvakoussi
Publikováno v:
Learning and Instruction. 37:50-55
The development of rational number knowledge has been studied extensively by mathematics education researchers, cognitive-developmental psychologists and, more recently, by neuroscientists as well. Building on a rich body of prior research, and some
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::18ce2cb40cbaef36f1d906c3dd5c1665
https://doi.org/10.1016/j.learninstruc.2015.01.002
https://doi.org/10.1016/j.learninstruc.2015.01.002
In this chapter, we elaborate on learners’ difficulties with rational numbers. We begin with the importance of robust rational number understanding for learners’ general mathematics achievement and then move to the challenges that many learners f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::50d56e07364dc5c84f0f5528172e59f5
https://doi.org/10.1016/b978-0-12-805086-6.00005-9
https://doi.org/10.1016/b978-0-12-805086-6.00005-9
Publikováno v:
The Journal of Mathematical Behavior. 31:344-355
A major source of errors in rational number tasks is the inappropriate application of natural number rules. We hypothesized that this is an instance of intuitive reasoning and thus can persist in adults, even when they respond correctly. This was tes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fc053c83b34413418758ceee4caf84cc
https://doi.org/10.1016/j.jmathb.2012.02.001
https://doi.org/10.1016/j.jmathb.2012.02.001