Relevant bibliographies by topics / Cognitive therapy|Mathematics education|Educational psychology

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  2. Dissertations / Theses
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Academic literature on the topic 'Cognitive therapy|Mathematics education|Educational psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Cognitive therapy|Mathematics education|Educational psychology"

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Meissner, Hartwig. "Cognitive conflicts in mathematics learning." European Journal of Psychology of Education 1, no. 2 (1986): 7–15. http://dx.doi.org/10.1007/bf03172566.

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Asmara, Andes Safarandes, and Iwan Junaedi. "Trend Paradigma dalam Pendidikan Matematika." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 3 (2018): 309–14. http://dx.doi.org/10.24246/j.js.2018.v8.i3.p309-314.

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The current mathematics education is the fruit of past educational debates. First, we examine the past attempts to change the way mathematics is being taught and argue that education is always based on a traditional paradigm. Next try to explain the emergence of a new paradigm that grew out of a combination of theories from cognitive psychology, awareness of the importance of culture for learning, and the belief that students must get meaningful learning. This article discusses theories about paradigms that underlie the learning theory in general education, especially mathematics education. Th
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Bartelet, Dimona, Daniel Ansari, Anniek Vaessen, and Leo Blomert. "Cognitive subtypes of mathematics learning difficulties in primary education." Research in Developmental Disabilities 35, no. 3 (2014): 657–70. http://dx.doi.org/10.1016/j.ridd.2013.12.010.

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Ozsivadjian, Ann. "Cognitive Behaviour Therapy for Children and Families." Journal of Applied Research in Intellectual Disabilities 21, no. 1 (2007): 100–101. http://dx.doi.org/10.1111/j.1468-3148.2007.00377.x.

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Hadfield, O. D., and Cleborne D. Maddux. "Cognitive style and mathematics anxiety among high school students." Psychology in the Schools 25, no. 1 (1988): 75–83. http://dx.doi.org/10.1002/1520-6807(198801)25:1<75::aid-pits2310250113>3.0.co;2-f.

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Miles, Dorothy D., and Jonathan P. Forcht. "Mathematics Strategies for Secondary Students with Learning Disabilities or Mathematics Deficiencies: A Cognitive Approach." Intervention in School and Clinic 31, no. 2 (1995): 91–96. http://dx.doi.org/10.1177/105345129503100205.

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Capinding, Andie Tangonan. "Effect of Teams-Games Tournament (TGT) Strategy on Mathematics Achievement and Class Motivation of Grade 8 Students." International Journal of Game-Based Learning 11, no. 3 (2021): 56–68. http://dx.doi.org/10.4018/ijgbl.2021070104.

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The study focused on the effect of teams-games-tournament (TGT) on mathematics performance, behavioral engagement, cognitive engagement, and motivation to learn mathematics of Grade 8 students. Experimental and descriptive methods of research were utilized. Findings revealed that there was no significant difference in the pre-test results of the experimental and control group with the t-test p-value of 0.975086. After the intervention, data showed significant difference in the post-test results of the experimental and control group with the t-test p-value of 0.04609. It means that after the im
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Dwiggins, Donna. "Media Review: Cognitive-Behavioral Therapy for Impulsive Children." Behavioral Disorders 12, no. 4 (1987): 299–300. http://dx.doi.org/10.1177/019874298701200402.

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Cosgrave, Elizabeth, and Vanessa Keating. "After the Assessment: Introducing Adolescents to Cognitive–Behavioural Therapy." Australian Journal of Guidance and Counselling 16, no. 2 (2006): 149–57. http://dx.doi.org/10.1375/ajgc.16.2.149.

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AbstractThe objective of this article is to describe the practical aspects involved in adapting cognitive–behavioural therapy (CBT) to an adolescent population in Australia. Some effective ways to use CBT with adolescents include preparing them for CBT by providing a thorough cognitive–behavioural formulation, describing the cognitive–behavioural approach to therapy in an adolescent-friendly manner, and adapting language and treatment conditions to suit young people's needs.
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Ronen, Tammie, and Dorit Kerret. "Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education." International Journal of Environmental Research and Public Health 17, no. 19 (2020): 6968. http://dx.doi.org/10.3390/ijerph17196968.

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This article proposes an integrative policy approach to defining and promoting wellbeing through the joint lenses of positive psychology and environmental sustainability. The study suggests that while both positive education and environmental education address various aspects of wellbeing, a common definition is still absent. The study proposes a framework for advancing a mutual concept of wellbeing: “sustainable wellbeing”, integrating aspects of individual wellbeing and the wellbeing of the environment. Sustainable wellbeing is achieved when improving individual wellbeing is correlated with
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Dissertations / Theses on the topic "Cognitive therapy|Mathematics education|Educational psychology"

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Weiss, Mary Roy. "Background Music and Cognitive Learning Effects in Mathematics with Middle School Students." Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687583.

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<p> This quasi-experimental research study examined the cognitive effects of background music used with middle school students during mathematics classes and mathematics testing. Eight schools, nine teachers, 23 classes, and 302 students participated in the project. A series of five compact discs of Mozart selections, a specifically selected composite of 12 CD albums, was used over a period of 10 class days and one testing day. The tests were teacher-designed for use during the regular regimen of testing for their specific classes. The conditions of music and no-music were reversed so students
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Harb, Lauren. "The use of Cognitive Behavioral Therapy to address shame in Binge Eating Disorder." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630236.

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<p> To date, research on Binge Eating Disorder is limited compared to studies on other eating disorders, including Anorexia Nervosa and Bulimia Nervosa. Given that Binge Eating Disorder recently became an independent diagnosis in the DSM-5, has significant medical implications, and commonly involves psychiatric comorbidity, it is worthwhile to explore contributing factors and evidence-based treatment for the disorder. Cognitive Behavioral Therapy is an evidence-based treatment for Binge Eating Disorder, and most experts agree that while it yields positive treatment results, there is room for i
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Campbell, Jennifer. "Correlation Between Piagetian Theory of Cognitive Development and College Mathematics Proficiency." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1407840377.

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Tolar, Tammy Daun. "A Cognitive Model of Algebra Achievement among Undergraduate College Students." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/47.

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Algebra has been called a gatekeeper because proficiency in algebra allows access to educational and economic opportunities. Many students struggle with algebra because it is cognitively demanding. There is little empirical evidence concerning which cognitive factors influence algebra achievement. The purpose of this study was to test a cognitive model of algebra achievement among undergraduate college students. Algebra achievement was defined as the ability to manipulate algebraic expressions which is a substantial part of many algebra curriculums. The model included cognitive factors that pa
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Davis, Christen R. "The Effect of a Computerized, Cognitive Intervention on the Working Memory and Mathematical Skill Performance of Inner-City Children." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1332879127.

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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

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Rittenmyer, George John. "The relationship between early maladaptive schemas and job burnout among public school teachers." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2755.

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Early Maladaptive Schemas, as defined by Young (1990), are relatively permanent psychological constructs which influence human information processing. They consist of self-perceptions, attitudes and beliefs which are primarily the result of early childhood experiences. These schemas produce faulty thinking about an individual's self and environment, producing cognitive distortions. They are also the source of dysfunctional behavior as well as a wide range of mental conditions including depression, phobias and anxiety. Burnout is a significant problem among today's teachers which adversely effe
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Butler, Kenneth L. "Motivation for Mathematics| The Development and Initial Validation of an Abbreviated Instrument." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108029.

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<p> This study outlines the development and initial validation of an abbreviated instrument intended to measure motivation for mathematics of university students in developmental algebra courses. I look across many of the predominant theories on motivation with the aim of representing several of these theories as latent constructs in a single instrument that is short enough to be administered in a reasonable amount of time, but inclusive enough that it could incorporate subscales representing multiple distinct latent factors. This study answers a call by researchers expressing a need to invest
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Miller-Cotto, Dana. "The role of prior knowledge, executive function, and perceived cognitive load on the effectiveness of faded worked examples in geometry." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/439545.

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Educational Psychology<br>Ph.D.<br>Mathematics remains a subject many students fail to become competent in by the time they graduate from high school. Most students often require one on one, individualized tutoring to help them reach competence. That remains a challenge since most classrooms are understaffed and underfunded, frequently having only one teacher in a overpopulated classroom. One strategy that has been used to alleviate some of this over reliance on the teacher has been faded worked examples, or fading. Fading is the successive removal of the last steps in a series of problems unt
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Crowder, Anita. "Differences in Spatial Visualization Ability and Vividness of Spatial Imagery Between People With and Without Aphantasia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5599.

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Mathematics education researchers have examined the relationship between visualization and mathematics for decades (e.g., Arcavi, 2003; Bishop, 1991; Duval, 1999; Fennema & Tartre, 1985; Presmeg, 1986). Studies have linked spatial visualization ability, such as measured in mental rotation tasks, directly to mathematics self-efficacy (Pajares & Kranzler, 1995; Weckbacher & Okamoto, 2014), which in turn influences mathematics achievement (Casey, Nuttall, & Pezaris, 1997). With the important role that spatial visualization plays in learning mathematics, the recent identification of congenital aph
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Books on the topic "Cognitive therapy|Mathematics education|Educational psychology"

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service), SpringerLink (Online, ed. Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy. Springer Science+Business Media, LLC, 2011.

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Seymour, Dale. Critical thinking activities in patterns, imagery, logic. Dale Seymour Publications, 1988.

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Math from three to seven: The story of a mathematical circle for preschoolers. American Mathematical Society, 2011.

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B, Wolf Marian, ed. Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings. 2nd ed. Kluwer Academic Publishers, 1993.

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Instrument development in the affective domain. Kluwer-Nijhoff, 1986.

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E, Ross Denise, ed. Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Pearson/Allyn & Bacon, 2008.

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Jurišić, Branka D. Zakaj mi to delajo?: Spreminjanje motčega vedenja v šoli s kognitivno modifikacijo vedenja. Zavod Republike Slovenije za šolstvo, 1999.

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Cognitive-behavioral interventions in educational settings: A handbook for practice. 2nd ed. Brunner-Routledge, 2012.

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Kearney, Christopher A. When children refuse school: A cognitive-behavioral therapy approach. 2nd ed. Oxford University Press, 2007.

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The risks of knowing: Developmental impediments to school learning. Plenum Press, 1991.

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Book chapters on the topic "Cognitive therapy|Mathematics education|Educational psychology"

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Obersteiner, Andreas, Thomas Dresler, Silke M. Bieck, and Korbinian Moeller. "Understanding Fractions: Integrating Results from Mathematics Education, Cognitive Psychology, and Neuroscience." In Constructing Number. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00491-0_7.

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"Cognitive Psychology and Mathematics Education." In Mathematics Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203052884-5.

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Evgenevich Baksansky, Oleg. "Cognitive Psychology and Modern Education." In Cognitive Behavioral Therapy - Theories and Applications. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.82408.

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Vergnaud, Gérard. "Epistemology and Psychology of Mathematics Education." In Mathematics and Cognition. Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9781139013499.003.

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Balacheff, Nicolas. "Future Perspectives for Research in the Psychology of Mathematics Education." In Mathematics and Cognition. Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9781139013499.009.

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Gardner, Michael K., and David L. Strayer. "What Cognitive Psychology Can Tell Us About Educational Computer Games." In Research Anthology on Rehabilitation Practices and Therapy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch021.

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Developers of educational computer games often have incomplete knowledge of the cognitive abilities of learners, yet this knowledge can be useful in informing game design. This chapter reviews two important cognitive abilities that underlie learning: working memory and attentional capacity/executive function. From a description of the developmental course of each ability, we derive a set of recommendations for game developers to follow when designing games for learners of different ages. The chapter next reviews the psychology of transfer of training, including two major theories on the issue. The doctrine of identical elements appears to give the better description of how transfer occurs from training environment (the educational computer game) to target environment (real world performance of the learned skill). It is recommended that games embody, as closely as possible, the end behavior they hope to produce, as this will produce maximal transfer. Finally, we review some controversial research demonstrating distant transfer in computer video gaming.
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Williams, Monnica T., and Chad T. Wetterneck. "Introduction." In Sexual Obsessions in Obsessive-Compulsive Disorder. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190624798.003.0001.

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Sexual obsessions are perhaps the least understood manifestation of obsessive-compulsive disorder (OCD) and include worries about sexual orientation, infidelity, sexual deviations, incest, pregnancy, and blasphemous thoughts. Although about 25% of those with OCD are believed to have symptoms with sexual themes (S-OCD), mental health professionals have difficulty making a proper diagnosis. Few clinicians know how to treat this form of OCD, and there are very few materials available to guide clinicians. Treatment using cognitive-behavioral principles is sometimes unconventional, and few therapists receive training in how to address S-OCD their academic programs. Even well-educated psychology students and practicing therapists have stigmatizing attitudes toward sexual obsessions compared to other types of OCD content. This manual takes the best cognitive-behavior therapy strategies for the treatment of OCD, and illustrates how to apply them to clients with S-OCD. It contains direct written step-by-step instructions for therapists as well as educational handouts and diagrams for clients to promote learning.
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Conference papers on the topic "Cognitive therapy|Mathematics education|Educational psychology"

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Indika Irugalbandara, Ayomi. "Application of Drama Therapy to help students with Disruptive Behaviour to improve their Education." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp27.

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Kurniawan, Yudi, and Indahria Sulistyarini. "Cognitive-behavioral Group Therapy to Reduce Anxiety in High School Students Who Have Family Problems." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008585500720081.

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Rueda, Alba Villasán. "The Use Of Positive Reminiscence Therapy In The Elderly With Cognitive Impairment." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.4.

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Sathyanarayana, Dileep, and Sundar Krishnamurty. "A Visualization-Based Approach to Engineering Kinematics Using Cognitive Models." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57717.

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Visualization and spatial reasoning are integral to developing an understanding of contemporary sciences. They form the basis for understanding a wide variety of topics across science, mathematics and engineering, including molecular structures, topologies, motion and forces, and manufacturing processes. Within engineering, it can be argued that challenging and time consuming topics such as kinematics can be better taught by faculty, and hence better understood and appreciated by students, by advancing our understanding of human visualization and spatial reasoning and using this knowledge to d
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Ramírez Cruz, Marta, and Marta Elena Valdemoros Álvarez. "Teachers’ cognitive processes during the teaching of fractions and multiplicative problems / Los procesos cognitivos de profesores durante la enseñanza de fracciones y problemas multiplicativos." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-314.

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Kerrigan, Sarah, Anderson Norton, and Catherine Ulrich. "Ranking the cognitive demand of fractions tasks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-383.

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Anthony, Monica, Margaret Walton, and William Viviani. "Pre-service teachers’ operationalization of cognitive demand across context." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-244.

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Litster, Kristy. "Supporting inclusion of students that typically struggle with mathematics in cognitively demanding small-group discourse." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-337.

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Kokushkin, Vladislav, and Marcie Tiraphatna. "An instructor’s actions for maintaining the cognitive demands of tasks in teaching mathematical induction." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-352.

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Nathan, Mitchell J., Avery Harrison, Hannah Smith, Erin Ottmar, Dor Abrahamson, and Caro Williams-Pierce. "Embodied mathematical imagination and cognition (EMIC) working group." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-12.

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