Academic literature on the topic 'Learning, Psychology of Mathematics'

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Journal articles on the topic "Learning, Psychology of Mathematics"

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Backhouse, John K., and Richard R. Skemp. "The Psychology of Learning Mathematics." Mathematical Gazette 70, no. 454 (1986): 312. http://dx.doi.org/10.2307/3616203.

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Beilin, Harry. "The Psychology of Mathematics Learning." Education and Urban Society 17, no. 4 (1985): 377–85. http://dx.doi.org/10.1177/0013124585017004002.

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Young-Loveridge, Jennifer M. "Learning mathematics." British Journal of Developmental Psychology 5, no. 2 (1987): 155–67. http://dx.doi.org/10.1111/j.2044-835x.1987.tb01051.x.

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Scandura, Joseph M., and John Dolores. "Thoughts on Mathematics Learning." Contemporary Psychology: A Journal of Reviews 35, no. 4 (1990): 395–96. http://dx.doi.org/10.1037/028508.

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Casinillo, Leomarich Fortugaliza, May Ann E. Palen, Emily L. Casinillo, and Paulo G. Batidor. "Assessing Senior High Student’s Learning Experiences in Mathematics." Indonesian Journal of Educational Studies 23, no. 1 (2020): 44. http://dx.doi.org/10.26858/ijes.v23i1.13437.

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In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach. A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning experience and academic performance. Mathematics anxiety has a negative effect on the students learning experience especially for females. However, mathematical resilience locates itself in a positive psychology which addresses mental wellness and makes the students positively perceived that mathematics is interesting even if it is challenging. Also, results revealed that senior high school students are mostly visual learners in mathematics, which implies that students practice visualizing or pictures numbers/equations and other concepts in their mind. Furthermore, it can be gleaned that an academic performance is not just derived from study habits but to their motivation and interest in mathematics
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Vargas, Rafael. "A literature review on math anxiety and learning mathematics: A general overview." Journal of Educational Research and Reviews 9, no. 5 (2021): 102–8. http://dx.doi.org/10.33495/jerr_v9i5.21.112.

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Learning mathematics has become a necessity in today's world since success in everyday life requires mathematical knowledge and because mathematics is the basis for science and technology. However, a large number of individuals in the population experience difficulties performing mathematical tasks, which generates feelings of frustration, anxiety and rejection when performing activities that involve mathematical thinking. In this literature review, concepts such as number sense and mathematical thinking, math anxiety, the possible reasons for math anxiety, and options for diagnosis and therapeutic alternatives to address and overcome this problem are analyzed. If these problems are not solved, they could affect the personal development of those affected by them and the society to which they belong. Keywords: Anxiety, educational psychology, school phobia.
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Niemi, Hannele, and Shuanghong Jenny Niu. "Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991432.

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The aim of this study was to uncover how digital storytelling advances students’ self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students ( N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers’ and students’ interviews and observations. Both data sets showed that the students’ self-efficacy increased significantly during the project. The most important mediator was students’ perception of the meaningfulness of mathematics learning; digital storytelling enhanced the students’ ability to see mathematics learning as useful. They became more confident that they could learn mathematics and understand what they had learned. They also felt more confident in talking with their classmates about mathematical concepts. The role of self-efficacy was twofold: it supported students’ learning during the project and it increased due to meaningful mathematics learning experiences.
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Netti, Syukma, and Fahruh Juhaevah. "Definition Constructed Process in Mathematics Learning." MATEMATIKA DAN PEMBELAJARAN 7, no. 1 (2019): 81. http://dx.doi.org/10.33477/mp.v7i1.1047.

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Abstrak
 Salah satu faktor yang dapat mendukung kemampuan profesional guru adalah penguasaan guru tentang ilmu psikologi kognitif. Salah satu kajian dari ilmu kognitif adalah tentang bagaimana siswa belajar. Tulisan ini membahas tentang bagaimana pemahaman terhadap definisi berkembang dalam pikiran siswa. Seorang guru tidak hanya memfasilitasi siswa untuk memiliki konsep definisi sebaiknya sampai memiliki konsep image.
 
 Abstract
 One factor that can support the teacher's professional abilities is the mastery of the teacher about cognitive psychology. One study of cognitive science is about how students learn. This paper discusses how understanding of definitions develops in the minds of students. A teacher does not only facilitate students to have a definition concept, it is better to have an image concept.
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Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings." Australasian Journal of Early Childhood 42, no. 3 (2017): 4–13. http://dx.doi.org/10.23965/ajec.42.3.01.

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DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.
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Fehr, Howard F. "Psychology of Learning in the Junior High School." Mathematics Teaching in the Middle School 12, no. 5 (2007): 283–87. http://dx.doi.org/10.5951/mtms.12.5.0283.

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Although we now often use the term “middle school,” the educational tenets described in this article remain viable today. Students from the ages of 10 to 15 are prime for meaningful learning. The notion of a general mathematics curriculum containing substantial review of earlier concepts is not acceptable; significant mathematics and problem-solving techniques need to be taught. Just as it was fifty years ago, the role of the classroom teacher is significant in providing motivation and approval.
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Dissertations / Theses on the topic "Learning, Psychology of Mathematics"

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Vigo, Ronaldo. "Mathematical principles of Boolean concept learning." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319897.

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Thesis (Ph.D.)--Indiana University, Dept. of Cognitive Science, 2008.<br>Title from home page (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: B, page: 5073. Advisers: Colin Allen; John Kruschke.
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Sao, Lawrence Y. T. "Barriers to learning mathematics in rural secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2459.

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Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.<br>The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.
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Hole, L. "Microcomputer-based diagnostic interviews in mathematics." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382518.

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Li, Che-cheung Philip. "The explication of a model of mathematics learning in the context of the IEA mathematics study (1980 Hong Kong) /." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627668.

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Hannula, Markku. "Affect in mathematical thinking and learning /." Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.

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Buxton, Laurie. "Cognitive-affective interaction in the teaching and learning of mathematics." Thesis, University of Warwick, 1985. http://wrap.warwick.ac.uk/35583/.

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This is a study of extreme emotional reactions to the learning of mathematics. It is conducted among mature adults, mostly well-qualified in some academic area, but with relative failure in mathematics, and showing a marked distaste for the subject. It first explores, through interviews with twenty-four people, their memories and feelings about their experiences in the mathematics classroom. Two modes of investigation follow. One is with a group of seven who, with the experimenter, seek both to learn some mathematics and examine their negative reactions to it. The group met for two-hour sessions through thirty-six weeks of an academic year. Side by side with this ran individual studies of three people, who also worked on mathematics, re-experiencing and discussing their fears. These studies lasted respectively through twelve, twenty-four, and twenty-six hourly sessions. Starting with Skemp's model of intelligence, and in particular its view of the emotions, six situations are defined which inhibit learning. A model of the most extreme reaction, panic, leads to the speculation that it is caused by authority and time pressures. This is tested, both in large groups and in individual cases. The belief that the explicit avoidance of them can lead to rewarding mathematical experiences is also examined.
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Lenges, Anita Kristine. "Elementary school teachers everyday inquiry into their students' mathematical ideas and practices /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7610.

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Graham, Erin Nicole. "Examining the Efficacy of Non-Declarative Learning Techniques in Mathematics Education." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619109776993371.

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Choy, Chi-kit. "The use of variation theory to improve secondary three students' learning of the mathematical concept of slope." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37608368.

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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 were their own controls. Results showed a nonstatistical gain overall; however, sixth grade females had a net music gain that superseded all other male and female groupings. In addition, an incremental gain was found with those who had played instruments. Other gains/losses were noted for these conditions: if students liked or did not like background music during classes and testing, if they liked or did not like listening to music while doing homework, if they liked singing or not, and whether they felt that the music was a help or hindrance to their attention, concentration, and/or distraction. The students' perspectives concerning the quasi-experiment were reported as supplemental qualitative data which included impressions about the experiment, opinions about the experience they had, and suggestions for future experiments.</p>
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Books on the topic "Learning, Psychology of Mathematics"

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The psychology of learning mathematics. L. Erlbaum Associates, 1987.

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Sutherland, Rosamund. Teaching for learning mathematics. Open University Press, 2007.

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Confrey, Jere, Alan P. Maloney, and Kenny H. Nguyen. Learning over time: Learning trajectories in mathematics education. IAP, Information Age Publishing, Inc., 2014.

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How the brain learns mathematics. Corwin Press, 2008.

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The neurological basis of learning, development, and discovery: Implications for science and mathematics instruction. Kluwer Academic Publishers, 2003.

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Ronis, Diane L. Brain-compatible mathematics. SkyLight Training and Pub., 1999.

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Brain-compatible mathematics. 2nd ed. Corwin Press, 2007.

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Julie, Sarama, ed. Learning and teaching early math: The learning trajectories approach. Routledge, 2009.

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Barber, Jacqueline. Learning about learning: GEMS teacher's guide. Great Explorations in Math and Science (GEMS), Lawrence Hall of Science, University of California at Berkeley, 1996.

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H, Clements Douglas, ed. Early childhood mathematics education research: Learning trajectories for young children. Routledge, 2009.

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Book chapters on the topic "Learning, Psychology of Mathematics"

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Fregola, Cesare. "Mathematics and Educational Psychology: Construction of Learning Environments." In Mathematics Education in the Digital Era. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9517-3_10.

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Mosteller, Frederick. "Learning Theory: Founding Mathematical Psychology." In The Pleasures of Statistics. Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-77956-0_3.

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Sinclair, Nathalie, and Michal Yerushalmy. "Digital Technology in Mathematics Teaching and Learning." In The Second Handbook of Research on the Psychology of Mathematics Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-561-6_7.

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Suppes, Patrick. "Current Directions in Mathematical Learning Theory." In Recent Research in Psychology. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83943-6_1.

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Warren, Elizabeth, Maria Trigueros, and Sonia Ursini. "Research on the Learning and Teaching of Algebra." In The Second Handbook of Research on the Psychology of Mathematics Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-561-6_3.

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Jones, Keith, and Marianna Tzekaki. "Research on the Teaching and Learning of Geometry." In The Second Handbook of Research on the Psychology of Mathematics Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-561-6_4.

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Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Learning." In Psychology. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_6.

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Learning." In Psychology. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_6.

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Ludlow, Amanda, and Roberto Gutierrez. "Social Learning." In Developmental Psychology. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_9.

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Davies, Roger, and Peter Houghton. "Animal learning." In Mastering Psychology. Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13553-0_12.

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Conference papers on the topic "Learning, Psychology of Mathematics"

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Tikhomirova, Tatiana. "Assessment Of Success In Learning Mathematics: Cross-Cultural Analysis." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.37.

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San Martin, Constanza. "Mathematics Learning Opportunities For Students With Intellectual Disabilities In Chilean Special Schools." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.88.

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Anderson, Robin Keturah, and Kelly L. Boles. "Self-directed learning for rural mathematics teachers." 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.42.2020-319.

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Manuella, Berlian Damenia, and Frieda M. Mangunsong. "Enhancing an Underachieving Middle School Studentrs Motivation and Self-Regulation in Learning Mathematics with Self-Regulated Learning Program." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.19.

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Kandasamy, Sindura Subanemy, and Jennifer Czocher. "How mathematical modeling enables learning?" 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.42.2020-141.

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Limniou, Maria, and Rosie Mansfield. "Traditional learning approach versus gamification: an example from psychology." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7912.

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Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.
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Corum, Kimberly, Sandy Spitzer, Lynn Nichols, and Kristin Frank. "Developing TPACK for makerspaces to support mathematics teaching and learning." 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.42.2020-374.

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Pruitt-Britton, Tiffini, and Candace Walkington. "Measuring high school students’ funds of knowledge for learning mathematics." 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.42.2020-64.

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Ricks, Thomas. "Capturing the high ground in learning disabled mathematics education research." 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.42.2020-92.

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CopurGencturk, Yasemin CopurGencturk, and Jessica Rodrigues. "Learning from teaching: a new model of teacher learning." 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.42.2020-389.

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Reports on the topic "Learning, Psychology of Mathematics"

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Zhu, Ximming, and Herbert A. Simon. Learning Mathematics from Examples and by Doing. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada204495.

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Prokaznikova, E. N. The distance learning course «The computational mathematics». OFERNIO, 2018. http://dx.doi.org/10.12731/ofernio.2018.23530.

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Khrunichev, R. V. Distance learning course "Financial mathematics", training direction 38.03.05 " Business Informatics". OFERNIO, 2018. http://dx.doi.org/10.12731/ofernio.2018.23678.

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Poggio, Tomaso, and Stephen Smale. Hierarchical Kernel Machines: The Mathematics of Learning Inspired by Visual Cortex. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada580529.

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Daro, Phil, Frederic Mosher, and Tom Corcoran. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. Consortium for Policy Research in Education, 2011. http://dx.doi.org/10.12698/cpre.2011.rr68.

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Swetz, Frank J. Review ofRoutes of Learning: Highways, Pathways, and Byways in the History of Mathematics. The MAA Mathematical Sciences Digital Library, 2010. http://dx.doi.org/10.4169/loci003481.

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Yadrick, Robert M., J. W. Regian, Catherine C. Gomez, and Linda Robertson-Schule. Individual and Cooperative Group Learning with User-Controlled and Program-Controlled Mathematics Tutors. Defense Technical Information Center, 1995. http://dx.doi.org/10.21236/ada303591.

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Khrunichev, R. V. The distance learning course «Mathematics (pre-University training of foreign students). Part 2». OFERNIO, 2018. http://dx.doi.org/10.12731/ofernio.2018.23532.

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Harrison, Thomas J. Development of the Mathematics of Learning Curve Models for Evaluating Small Modular Reactor Economics. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1185415.

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Harrison, T. Development of the Mathematics of Learning Curve Models for Evaluating Small Modular Reactor Economics. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1163909.

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