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

凹處

Markt, Marktrisiko und Marktrisikoanalyse, conference gave us an opportunity to discuss the cognitive-emotional interaction, define it for mathematics, understand the process, suggest methods for studying it, and find examples that support our views.

令人苦惱

Teaching Practices and Student Affect in Problem-Solving Lessons of Select Junior-High Mathematics Tematics teaching. The study reported here focuses on the teacher and affective issues, using classroom observation. In particular, the research explores the relationship between classroom structures and teaching behaviors and aspects of affect.

痛苦一生

Psychological Conceptions of Mathematics and Emotion conference gave us an opportunity to discuss the cognitive-emotional interaction, define it for mathematics, understand the process, suggest methods for studying it, and find examples that support our views.

美學

Book 1989rocesses, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.

的事物

The Role of Affect in Mathematical Problem Solvinguccessful attempt. If the students obtain a solution to the problem, they express feelings of satisfaction, even joy. If they do not reach a solution, they may angrily insist on help so that they can reduce their frustration.

浮雕寶石

樹上結蜜糖

Young Children’s Emotional Acts While Engaged in Mathematical Problem Solvingwe observed could only be described as neutral, or perhaps ‘flat’”(p. 467). In fact, the emotional tone of the classroom we observed seemed to contribute substantially to the favorable opinions of the mathematics instruction formed by classroom observers such as parents, other teachers, and administ

SEEK

The Study of Affect and Mathematics: A Proposed Generic Model for Researchition have been formulated; subjects were asked to think aloud (or self-report) as they answered the questions; their responses were studied for patterns of thinking; and, finally, the identified patterns were compared with the overall theory to see if the theory was supported or needed modification

供過于求

ognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.978-1-4612-8178-8978-1-4612-3614-6

尾隨