Titlebook: Haptics: Generating and Perceiving Tangible Sensations, Part II; 7th International Co Astrid M. L. Kappers,Jan B. F. Erp,Frans C. T. Hel Co

表示問(wèn)

Angiogenesis

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

性上癮

ble dealing with some of the psychological aspects of teaching mathematics. Even a teacher who is comfortable discussing a student’s feelings of anxiety about mathematics in a one-on-one situation may feel inadequately prepared to deal with anxiety at the classroom level. Perhaps this has been an ap

Locale

Masataka Niwa,Tomoko Nozaki,Taro Maeda,Hideyuki Andoffective dimensions, often considered separately. In particular, I will concentrate on the relation between the actions of a teacher, Carla, in her grade nine classroom and her reasons for those actions, through a combined analysis of the language and the emotional elements that accompany her speech

RUPT

Hoi Fei Kwok,Kerry Darkins,Calogero M. Oddo,Lucia Beccai,Alan M. Wingalues and considers the role that one’s values might play in ideas about the usefulness of mathematics. To highlight students’ values and perspectives on usefulness, this work uses a combination of semi-structured interviews, classroom observations, and surveys. Findings underscore that students pla

意外的成功

Micha?l Wiertlewski,José Lozada,Edwige Pissaloux,Vincent Haywardresearch findings are presented, commonly used measures are listed, and some technologically enhanced approaches to the measurement of beliefs and affect are discussed. Contributions, both theoretical and practical, to research on the affective domain by those concerned with gender issues are also r

Epidural-Space

Vincent Lévesque,Vincent Haywardr, and Warner’s (.) ‘engagement structure’ archetypes. The two case studies depict the powerful mathematical affect exhibited whilst teaching by describing a constellation of interacting strands within each structure. Findings reveal that engagement structures, first theorised for students, may be i

Innocence

Marcos Hilsenrat,Miriam Reiner book composed of the selected papers presented in the Topic Study Group 28 on “Affect, beliefs and identity in mathematics education”. After the conference, 33 reworked papers had been submitted for evaluation and, based on a peer-reviewing process, 15 chapters were judged to be suitable for inclus