Titlebook: Affect and Mathematical Problem Solving; A New Perspective Douglas B. McLeod,Verna M. Adams Book 1989 Springer-Verlag New York Inc. 1989 Ac

泛濫

John Roberts,Eric van den Steenre is little doubt that many people have strong negative feelings about story problems. Anecdotal evidence abounds (“I like math, except for story problems”), and is strengthened by an occasional study. Dutton and Blum (1968), for example, found that the statement “Word problems are frustrating” was

同步信息

Corporate Social Responsibility, in research. Our interest in the emotional acts of teachers and children is due in part to Doug McLeod’s gentle prodding. In addition, we have recently conducted a teaching experiment in a second-grade classroom for an entire school year. We and others observed that many “nice things” happen in thi

gimmick

,Der Abschlu?prüfer als überwachungsorgan,ortant primarily because they facilitate productive problem-solving behavior. Regardless of one’s perspective, however, it is the case that, as McLeod (1985) has observed, research in the mathematical problem-solving domain has concentrated on cognitive, rather than affective, issues. Another neglec

Derogate

簡(jiǎn)潔

Markt, Marktrisiko und Marktrisikoanalyse,rch has delineated the cognitive processes used by good estimators (Reys, Rybolt, Bestgen, & Wyatt, 1980) and poor estimators (Threadgill-Sowder, 1984). The good estimators in the Reys et al. study seemed to have acquired estimation skills without any formal instruction. Are there also noncognitive

Sigmoidoscopy

刺穿

https://doi.org/10.1007/978-3-540-78411-1 progressing through rational numbers and algebra, and culminating with problem solving by university mathematicians, scholars have been probing cognitions and determining how human beings think with mathematical ideas. This knowledge is beginning to be useful not only in understanding human thought

釋放

BALE

https://doi.org/10.1007/978-3-642-28065-8n. The “problem-solving” and “teaching-and-learning” literature is full of remarks that have a single message: “Someday soon — maybe tomorrow — we must get around to doing something about affect and emotion.” I am delighted to see that “tomorrow” has come.

冷漠

Schriften zur Unternehmensführungedging its importance does not get us far in understanding the role affect plays in problem solving. In the absence of efforts focused on understanding the role and importance of affect in problem solving, our attempts to deal effectively with students’ affect during problem-solving instruction will be guided by hunches and good intentions.