Journal articles: '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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Cargal, James. "The Reform Calculus Debate and the Psychology of Learning Mathematics." Humanistic Mathematics Network Journal 1, no. 16 (1997): 26–29. http://dx.doi.org/10.5642/hmnj.199701.16.10.

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Nesher, Pearla. "Learning mathematics: A cognitive perspective." American Psychologist 41, no. 10 (1986): 1114–22. http://dx.doi.org/10.1037/0003-066x.41.10.1114.

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Ertekin, Erhan, Bülent Dilmac, and Ersen Yazici. "The Relationship Between Mathematics Anxiety and Learning Styles of Preservice Mathematics Teachers." Social Behavior and Personality: an international journal 37, no. 9 (2009): 1187–95. http://dx.doi.org/10.2224/sbp.2009.37.9.1187.

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The aim was to determine the relationship between preservice mathematics teachers' mathematics anxiety and their learning styles. The Mathematics Anxiety Scale (MAS; Erktin, Dönmez, & Özel, 2006) was used to determine teacher trainees' mathematics anxiety, while the Marmara Learning Styles Scale (Otrar, 2006) was administered to determine their learning styles. The correlation coefficients indicate significant relationships between preservice teachers' mathematics anxiety levels and their learning styles.

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De Corte, Erik, Lieven Verschaffel, and Fien Depaepe. "Unraveling the Relationship Between Students’ Mathematics-Related Beliefs and the Classroom Culture." European Psychologist 13, no. 1 (2008): 24–36. http://dx.doi.org/10.1027/1016-9040.13.1.24.

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Over the past 2 decades the study of students’ (and teachers’) mathematics-related beliefs has gradually received more and more attention from researchers in the field of educational psychology as well as from scholars in the area of mathematics education. In this article positive beliefs about mathematics and mathematics learning are considered as a major component of competence in mathematics. Results of empirical studies are presented showing that primary school students often have negative and/or naive beliefs about mathematics learning, focused on the phenomenon of “suspension of sense-making” in mathematical problem solving. A design experiment is then described in which a learning environment was developed and implemented, which was intended to improve students’ performance in problem solving as well as their mathematics-related beliefs. This and related work support the hypothesis that changes in the classroom culture and practices can foster students’ mathematical thinking and learning as well as their beliefs, but they do not provide a more in-depth understanding of how the interaction processes and patterns in the classroom influence students’ math learning in general and their mathematics-related beliefs in particular. Using a socioconstructivist perspective as a theoretical framework, the article then discusses a recent investigation that precisely attempts to contribute to unraveling the reciprocal relationship and impact between students’ beliefs, on the one hand, and crucial components of the learning environment, especially teachers’ beliefs and the classroom culture, on the other hand. The article concludes with some critical reflections and suggestions for future inquiry.

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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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Shin, Mikyung, Diane P. Bryant, Brian R. Bryant, John W. McKenna, Fangjuan Hou, and Min Wook Ok. "Virtual Manipulatives." Intervention in School and Clinic 52, no. 3 (2016): 148–53. http://dx.doi.org/10.1177/1053451216644830.

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Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models) can be used as tools for students while actively engaging in learning mathematics. This article discusses (a) technology trends in teaching mathematics to students with learning disabilities, (b) virtual manipulatives as instructional mathematical tools for use in the classroom, (c) the benefits of using virtual manipulatives, and (d) potential challenges with using virtual manipulatives for instructional purposes.

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Miller, Kevin F. "In a Different Voice: Mathematics Learning From a Mathematics Education Perspective." Contemporary Psychology: A Journal of Reviews 30, no. 1 (1985): 35–37. http://dx.doi.org/10.1037/023470.

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Jitendra, Asha K., Amy E. Lein, Soo-hyun Im, Ahmed A. Alghamdi, Scott B. Hefte, and John Mouanoutoua. "Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis." Exceptional Children 84, no. 2 (2017): 177–96. http://dx.doi.org/10.1177/0014402917737467.

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This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes ( g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

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Mji, Andile. "Conceptions of and Approaches to Learning Mathematics." Psychological Reports 87, no. 3 (2000): 971–72. http://dx.doi.org/10.2466/pr0.2000.87.3.971.

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Pearson correlation coefficients indicated a different relationship between conceptions of mathematics and approaches to learning mathematics to that reported in literature. It was concluded that the 154 students (82 women and 72 men) followed a strategic approach to learning mathematics.

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MJI, ANDILE. "CONCEPTIONS OF AND APPROACHES TO LEARNING MATHEMATICS." Psychological Reports 87, no. 7 (2000): 971. http://dx.doi.org/10.2466/pr0.87.7.971-972.

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Karagiannakis, Giannis N., Anna E. Baccaglini-Frank, and Petros Roussos. "Detecting strengths and weaknesses in learning mathematics through a model classifying mathematical skills." Australian Journal of Learning Difficulties 21, no. 2 (2016): 115–41. http://dx.doi.org/10.1080/19404158.2017.1289963.

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Adaskina, A. A. "The study of the phenomenon of math anxiety in foreign psychology." Современная зарубежная психология 8, no. 1 (2019): 28–35. http://dx.doi.org/10.17759/jmfp.2019080103.

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The article presents an overview of foreign studies on the phenomenon of mathematical anxiety. Unlike Russian psychology, where more general concepts are considered: school anxiety, learning anxiety, exam anxiety, foreign psychologists have developed a narrow concept of “mathematical anxiety” (math anxiety) since 1960s. The article discusses the content of this concept, the main directions of the research. This analysis of the academic literature reveals the main reasons for increasing the math anxiety of students: approaches to teaching mathematics, social attitudes and stereotypes, low socioeconomic status of the family. The data show a decrease in operative memory which results in declining effectiveness of performance tasks in teaching mathematics to students with high mathematical anxiety. The article also discusses practical recommendations for reducing math anxiety while teaching mathematical disciplines to schoolchildren and students which include both pedagogical techniques and special psychological techniques and trainings

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Zhu, Xinming, and Herbert A. Simon. "Learning Mathematics From Examples and by Doing." Cognition and Instruction 4, no. 3 (1987): 137–66. http://dx.doi.org/10.1207/s1532690xci0403_1.

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Lake, Willem. "Success in Mathematics for All Students: A New Approach to High School Mathematics." Australian Educational and Developmental Psychologist 4, no. 2 (1987): 28–29. http://dx.doi.org/10.1017/s0816512200025670.

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While visiting Europe in 1986 I had the opportunity to observe an exciting educational experiment in Vienna. Dr. Guttmann, professor of biology and Dr. Vanecek, professor of psychology, worked together at the Boltzmann Institute for Learning Research to apply the latest psycho-biological findings to education. First they did this under laboratory conditions and later they proposed workable classroom procedures. In the laboratory they used “Cortical Evoked Potentials” to determine students’ activation levels and how they could alter these to improve their learning retention. From this they developed a model of classroom instruction.

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Shawan, Muslimah. "Learning Strategy Development for Solving Non-routine Problems Through 5E Model in Mathematics Learning: A Proposal." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 595–604. http://dx.doi.org/10.37200/ijpr/v24i5/pr201724.

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Park, Soyoung, Diane Pedrotty Bryant, and Barbara Dougherty. "Actionable 10: A Checklist to Boost Mathematics Teaching for Students With Learning Disabilities." Intervention in School and Clinic 56, no. 3 (2020): 148–54. http://dx.doi.org/10.1177/1053451220942189.

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This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is “actionable,” meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons regardless of their specific mathematical domain areas or student grade level. The focus of this article is translating research of evidence-based strategies into practice for mathematics instruction.

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Menmuir, Joan, and Kate Adams. "Young Children's Inquiry Learning in Mathematics." Early Years 17, no. 2 (1997): 34–39. http://dx.doi.org/10.1080/0957514970170207.

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Nunokawa, Kazuhiko. "Mathematical problem solving and learning mathematics: What we expect students to obtain." Journal of Mathematical Behavior 24, no. 3-4 (2005): 325–40. http://dx.doi.org/10.1016/j.jmathb.2005.09.002.

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Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students." Psychology and Education Journal 58, no. 2 (2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.

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While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling

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Henschel, Sofie, and Thorsten Roick. "The Multidimensional Structure of Math Anxiety Revisited." European Journal of Psychological Assessment 36, no. 1 (2020): 123–35. http://dx.doi.org/10.1027/1015-5759/a000477.

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Abstract. The study introduces a math anxiety scale that systematically addresses psychological components, including cognitive (worry) and affective (nervousness) math anxiety when dealing with mathematical problems in mathematics-related settings (concerning tests, teachers, learning in class, working with mathematics textbooks, mathematics homework, and applying mathematics in everyday life). Our results indicate a hierarchical structure of math anxiety. Specifically, cognitive and affective math anxiety at the second-order level each determined three setting factors at the first-order level concerning evaluation (tests, teachers), learning (in class, with mathematics books, and during homework), and application (applying mathematics in everyday life). Furthermore, girls reported higher math anxiety than boys, which was particularly pronounced in the affective scale and in high-stakes academic settings, such as those involving evaluation and learning. After controlling for mathematics performance, gender effects decreased in all sub-dimensions but remained significant in affective math evaluation anxiety. Practical implications and directions for further research on cognitive and affective math anxiety are discussed.

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Räty, Hannu, Johanna Kiiskinen, and Merja Nykky. "LEARNING INTELLIGENCE – CHILDREN'S CHOICES OF THE BEST PUPILS IN THE MOTHER TONGUE AND MATHEMATICS." Social Behavior and Personality: an international journal 32, no. 3 (2004): 303–12. http://dx.doi.org/10.2224/sbp.2004.32.3.303.

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This study addressed children's perceptions and explanations of verbal and cognitive intelligence. A group of primary-school children (N = 119) from the second, the fourth, and the sixth grades were asked to choose the best pupils of their respective classes in their mother tongue (native language) and mathematics and to give reasons for their choices. In the mother tongue, the children tended to favor their own gender in their choices, and boys and girls were chosen as the best pupils quite evenly. In mathematics, the boys selected only boys from the second grade on, while the girls started selecting mostly boys from the fourth grade on only. In the mother tongue the consensus was low, and the choices were explained by referring to the pupil's positive classroom behavior and appropriate work habits. But in mathematics the consensus was high, and the choices were explained by referring to the formal academic recognition that the best pupil had attained and to the speed and correctness of his/her performance. These findings seemed to suggest that mathematical ability is personified as a masculine domain and that our culture's gender-bound representation of mathematical ability may well be inherent to the routines of the school institution.

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Nemirovsky, Ricardo, Molly L. Kelton, and Bohdan Rhodehamel. "Playing Mathematical Instruments: Emerging Perceptuomotor Integration With an Interactive Mathematics Exhibit." Journal for Research in Mathematics Education 44, no. 2 (2013): 372–415. http://dx.doi.org/10.5951/jresematheduc.44.2.0372.

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Research in experimental and developmental psychology, cognitive science, and neuroscience suggests that tool fluency depends on the merging of perceptual and motor aspects of its use, an achievement we call perceptuomotor integration. We investigate the development of perceptuomotor integration and its role in mathematical thinking and learning. Just as expertise in playing a piano relies on the interanimation of finger movements and perceived sounds, we argue that mathematical expertise involves the systematic interpenetration of perceptual and motor aspects of playing mathematical instruments. Through 2 microethnographic case studies of visitors who engaged with an interactive mathematics exhibit in a science museum, we explore the real-time emergence of perceptuomotor integration and the ways in which it supports mathematical imagination.

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Alkhateeb, Haitham M. "University Students' Approaches to Learning First-Year Mathematics." Psychological Reports 93, no. 3 (2003): 851–54. http://dx.doi.org/10.2466/pr0.2003.93.3.851.

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This study assessed reliability and validity of the Approaches to Learning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated –.2 with the latter subscale scores.

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Mji, Andile. "Conceptions of Learning: Views of Undergraduate Mathematics Students." Psychological Reports 83, no. 3 (1998): 982. http://dx.doi.org/10.2466/pr0.1998.83.3.982.

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The objective was to explore how 94 Year 1 university students conceptualise learning mathematics. Scores on nine items indicated that students adopted different approaches depending on the demands of the learning task at hand.

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MJI, ANDILE. "CONCEPTIONS OF LEARNING: VIEWS OF UNDERGRADUATE MATHEMATICS STUDENTS." Psychological Reports 83, no. 7 (1998): 982. http://dx.doi.org/10.2466/pr0.83.7.982-982.

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ALKHATEEB, HAITHAM M. "UNIVERSITY STUDENTS' APPROACHES TO LEARNING FIRST-YEAR MATHEMATICS." Psychological Reports 93, no. 7 (2003): 851. http://dx.doi.org/10.2466/pr0.93.7.851-854.

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Castro-Filho, José Aires de, Raquel Santiago Freire, and Juscileide Braga de Castro. "Tecnologia e Aprendizagem de Conceitos Matemáticos." Jornal Internacional de Estudos em Educação Matemática 10, no. 2 (2017): 93. http://dx.doi.org/10.17921/2176-5634.2017v10n2p98-103.

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Os avanços e a disseminação do uso das tecnologias de informação e comunicação (TIC) trouxeram novas perspectivas para a área da psicologia e da educação matemática. Este artigo pretende discutir as abordagens usuais das tecnologias para a educação matemática e a aprendizagem de conceitos matemáticos. Será abordado um histórico de como os primeiros softwares ligados à matemática contribuíram para o desenvolvimento de pesquisas na área da psicologia da educação matemática, depois como essas tecnologias avançaram para concepções de desenvolvimento de recursos que pudessem ser acessados pela Internet. Ainda será apresentado pesquisas que mostram novos rumos para a utilização destas tecnologias em processo educacional interativo que propicia a produção de conhecimento individual e grupal em processos colaborativos favorecidos pelo uso de ambientes digitais e interativos de aprendizagem.Palavras-chave: Conceitos Matemáticos. Tecnologias da Informação e Comunicação. Psicologia da Educação Matemática.AbstractAdvances and the spread of the use of information and communication technologies have brought new perspectives to psychology and mathematics education. This article is discussed as usual approaches to mathematical education technologies and mathematical learning concepts. A history of how mathematics software has contributed to the development of research in the field of mathematics education psychology has been discussed, as technologies have advanced to the conceptions of resource development that could be accessed through the Internet. Nevertheless, the results show that the new directions for the use of the technologies in interactive educational process that propitiates a production of individual and group knowledge in collaborative processes favored by the use of digital and interactive learning environments.Keywords: Mathematical Concepts. Information and Communication Technologies. Psychology of Mathematics Education.

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Timerbaeva, NailyaVakifovna, Elmira Ildarovna Fazleeva, and Kadriya Barievna Shakirova. "The Role of the Subject “Mathematics” Content in the Learning Motivation." International Journal of Psychosocial Rehabilitation 23, no. 3 (2019): 776–83. http://dx.doi.org/10.37200/ijpr/v23i3/pr190366.

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Conforme, Diego Faraday Intriago. "The Recreational Activities and Their Influence on Learning Mathematics Based Students." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 568–78. http://dx.doi.org/10.37200/ijpr/v24i2/pr200371.

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S., Muthulakshmi, and Deepa Dr. H. "Effectiveness of Tiger Method in Learning Mathematics of IX Standard Students." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 1428–35. http://dx.doi.org/10.37200/ijpr/v24i2/pr200443.

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David, Hanna. "Learning Mathematics in the Israeli Junior High School: The Gender Issue and beyond it Women and Mathematics Learning: A Feminist or an Economic Question?" Gifted Education International 20, no. 3 (2005): 348–55. http://dx.doi.org/10.1177/026142940502000309.

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One of the main reasons for social and economic gender inequity in our society is closely connected to the unsatisfactory level of math and science that girls choose to learn while in high school Not learning enough mathematics, physics, chemistry, and computer science limits the access of many girls to high prestige professions, whether mathematics-related, e.g. engineering, economics, or management, or not necessarily math-related, e.g. law or psychology.

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Gutiérrez, José F., Sarah A. Brown, and Martha W. Alibali. "Relational equity and mathematics learning: Mutual construction during collaborative problem solving." Journal of Numerical Cognition 4, no. 1 (2018): 159–87. http://dx.doi.org/10.5964/jnc.v4i1.91.

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We present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration.

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Pieronkiewicz, Barbara, and Monika Szczygieł. "Transgressing personal foregrounds through the learning of mathematics." Early Child Development and Care 188, no. 4 (2017): 463–77. http://dx.doi.org/10.1080/03004430.2017.1415894.

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Gunawardhana, L. K. Pulasthi Dhananjaya. "Gender differences in learning mathematics with Digital Games." Psychology and Education Journal 58, no. 1 (2021): 4417–22. http://dx.doi.org/10.17762/pae.v58i1.1523.

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Digital games are the latest learning technologies which need to be confirm the possibility for applying to both gender equally. Through this paper we are going to discuss about the gender difference on game and how possible apply digital games for learning mathematics with the gender differences. We have reviewed applicable research methods to gain fruitful results on gender aspects. In here we have discuss about the gender-based variety in educational games, developing proper game model, and research and gather evidences on gender aspects and possibility of using digital games for learning mathematics. Through this paper we are going to reveal that boys are more likely to play digital game than girls. And also this paper highlights the differences which type of games boys and girls would like to play and we have describe the reason for choosing games on gender based.

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Vogt, Franziska, Bernhard Hauser, Rita Stebler, Karin Rechsteiner, and Christa Urech. "Learning through play – pedagogy and learning outcomes in early childhood mathematics." European Early Childhood Education Research Journal 26, no. 4 (2018): 589–603. http://dx.doi.org/10.1080/1350293x.2018.1487160.

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Eloff, I., J. G. Maree, and L. H. Miller. "The role of parents’ learning facilitation mode in supporting informal learning in mathematics." Early Child Development and Care 176, no. 3-4 (2006): 313–28. http://dx.doi.org/10.1080/03004430500092217.

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Naglieri, Jack A., and Suzanne H. Gottling. "A Study of Planning and Mathematics Instruction for Students with Learning Disabilities." Psychological Reports 76, no. 3_suppl (1995): 1343–54. http://dx.doi.org/10.2466/pr0.1995.76.3c.1343.

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The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Successive model as a base, a cognitive instruction which facilitated planning was provided to two students with low scores on planning, obtained using an experimental version of the Das-Naglieri Cognitive Assessment System, and two students with average planning scores. All students completed three sessions of baseline and seven sessions of cognitive instruction in addition and multiplication. During the cognitive instruction phase, 5-min. sessions of self-reflection and verbalization of strategies about the mathematics problems were conducted after each initial 10-min. session of mathematics. Scores on addition problems showed that all students improved. On multiplication, however, 2 students with low planning scores improved considerably but not 2 with higher planning scores. Implications are provided.

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Armstrong, Alayne, and Mirela Gutica. "Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities." Exceptionality Education International 30, no. 1 (2020): 1–24. http://dx.doi.org/10.5206/eei.v30i1.10912.

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Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

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Geary, David C. "An Evolutionary Perspective on Learning Disability in Mathematics." Developmental Neuropsychology 32, no. 1 (2007): 471–519. http://dx.doi.org/10.1080/87565640701360924.

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Van Den Heuvel-Panhuizen, Marja, Sylvia Van Den Boogaard, and Brian Doig. "Picture Books Stimulate the Learning of Mathematics." Australasian Journal of Early Childhood 34, no. 3 (2009): 30–39. http://dx.doi.org/10.1177/183693910903400305.

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

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