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

高歌

Corporate Social Responsibility,we 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

corpus-callosum

https://doi.org/10.1007/978-3-540-78411-1ition 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

陳腐的人

Affect and Learning: Causes and Consequences of Emotional Interactionsn. 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.

可觸知

BYRE

Describing the Affective Domain: Saying What We Mean, psychologists, mathematics educators interested in research on problem solving, and mathematics educators interested in research on attitudes toward mathematics have had difficulty communicating clearly with one another owing to, in part, the lack of common usage of terms. These three groups of pe