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Dissertations / Theses on the topic 'Mathematics Learning, Psychology of'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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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2

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 i

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3

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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4

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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5

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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6

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 sessio

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7

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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8

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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9

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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10

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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11

Li, Che-cheung Philip, and 李志昌. "The explication of a model of mathematics learning: in the context of the IEA mathematics study (1980 HongKong)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627668.

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12

Crowley, Brittany Marie. "The Effects of Problem-Based Learning on Mathematics Achievement of Elementary Students Across Time." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1446.

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The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of a

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13

McGinn, Kelly Marie. "The Developmental and Teacher-Related Mediating Effects of Mathematics Vocabulary Use on Algebra Learning." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/321386.

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Educational Psychology<br>Ph.D.<br>Today, it is almost expected that students learn to precisely communicate their mathematical thinking. In fact, the CCSS stress the importance of precision when communicating with others (CCSSI, 2010). Due to this drive towards precise discourse, it is easy to lose sight of the original purpose for mathematical communication- to help students develop a better understanding of the mathematical concepts (NCTM, 2000). Self-explanation prompts are a common tool used to foster mathematical communication (Chi, 2000). Due to the increased popularity given to the use

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14

Ergoz, Gulnur. "Investigation Of Self-regulated Learning And Motivational Beliefs In Mathematics Achievement." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609752/index.pdf.

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The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study

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Wong, Chung-shun. "Using a cognitive approach to assess achievement in secondary school mathematics." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B42574274.

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16

Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.

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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms. A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack

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Tobias, Cindel K. "Complex instruction giving students the education they deserve /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tobias_CKMiT2010.pdf.

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Kurt, Gonul. "Pre-service Elementary Mathematics Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.

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The current study seeks to investigate pre-service elementary mathematics teachers&rsquo<br>(PEMTs&rsquo<br>) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo<br>SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. O

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Roehm, Natalie. "The Effects of Instruction and Strategy Implementation on Increasing Mathematics Computation Skills for Students with Learning Problems: A Meta-Analysis." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/564.

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It is well known by educators and researchers that students with a Specific Learning Disability (SLD) often do not make adequate progress when using traditional instructional methods (Whinnery & Stecker, 1992). Therefore, teachers must experiment with different techniques in order to help these students succeed. Many educational models and interventions have been introduced recently in an effort to help increase the level of math performance of at-risk and SLD students. The current metaanalysis study was conducted to determine the effects of instruction and strategy implementation on increasin

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Joshua, Michael H. "The effects of curricula and instructional practice on student achievement in the area of mathematics." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Joshua_M%20MITthesis%202007.pdf.

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21

Walton, Jodie M. "Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53872/.

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Hand-held technology is increasingly being used in educational settings as a medium of instruction for young children (Hubber et al., 2016). Although the evidence base is developing, little is currently known about the effectiveness of mathematics interventions delivered through tablet technology, particularly for preschool children in the UK. The present research evaluates the impact of the onebillion tablet-based intervention on the mathematics attainment, receptive language and positive 'approaches to learning' of 3-4 year old children. An embedded mixed methods design was used in this stud

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22

Callan, Gregory L. "Self-regulated learning (SRL) microanalysis for mathematical problem solving| A comparison of a SRL event measure, questionnaires, and a teacher rating scale." Thesis, The University of Wisconsin - Milwaukee, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665786.

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<p> The current dissertation examined the validity of a context-specific assessment tool, called Self-regulated learning (SRL) microanalysis, for measuring self-regulated learning (SRL) during mathematical problem solving. SRL microanalysis is a structured interview that entails assessing respondents' regulatory processes as they engage with a task of interest. </p><p> Participants for this dissertation consisted of 83 eighth grade students attending a large urban school district in Midwestern USA. Students were administered the SRL microanalytic interview while completing a set of mathema

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Oddsson, Finnur. "Fluency and controlled-operant training methods." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=222.

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Thesis (M.A.)--West Virginia University, 1998.<br>Title from document title page. Document formatted into pages; contains viii, 79 p. : ill. Includes abstract. Includes bibliographical references (p. 66-68).

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Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.

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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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Lee, Hyeseon Judy. "How do students perceive and describe their mathematical learning experience in a 10th grade Geometry I class?" Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25534.

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Educational Administration<br>Ed.D.<br>Some students do not learn mathematics even though they have both the potential and ability to learn math. This problem typically diminishes opportunities for students who are already marginalized by society. Educators, educational administrators, education policy makers, and the education community have been aware of the significant disparities in mathematics and science achievement between Asian/Pacific Islanders and Caucasians and underrepresented minority groups. If we are to understand students and to alter their motivational patterns and attitudes,

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27

Smith, Scott. "An Exploratory Study of Fifth-Grade Students’ Reasoning About the Relationship Between Fractions and Decimals When Using Number Line-Based Virtual Manipulatives." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5625.

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Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students’ meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students’ reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virt

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28

Halsey, Phillip A. "The Nature of Modality and Learning Task: Unsupervised Learning of Auditory Categories." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1433406793.

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Guo, Jianpeng, and 郭建鹏. "On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45148983.

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30

Barzagar, Nazari Katharina [Verfasser]. "Investigating distributed practice as a strategy for school students learning mathematics / Katharina Barzagar Nazari." Kassel : Universitätsbibliothek Kassel, 2019. http://d-nb.info/1177741938/34.

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31

Choy, Chi-kit, and 蔡志傑. "The use of variation theory to improve secondary three students' learning of the mathematical concept of slope." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37608368.

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Colunga, Cavazos Juan Ernesto. "The cognitive development of students from 9th grade to college in the learning of linear and quadratic functions." [Bloomington, Ind.] : Indiana University, 2001. http://wwwlib.umi.com/dissertations/fullcit/3162970.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2001.<br>Title from PDF t.p. (viewed Dec. 2, 2008). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0470. Chair: Enrique Galindo.

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Dale, Joyce Margaret, and mikewood@deakin edu au. "Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years of school." Deakin University. School of scientific and developmental studies, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.095343.

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The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers invo

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Hugger, Kelly Ann. "Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students." Thesis, University of Southern Maine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632799.

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<p> The purpose of this study was to examine the effects of an adaptation of Peer-Assisted Learning Strategies (PALS) in mathematics on achievement and anxiety of third grade students. Four intact classrooms were randomly assigned to experimental or control condition groups. Experimental teachers implemented one of three interventions: PALS, a relaxation technique (RT), or PALS+RT twice weekly for 12 weeks. Outcome measures included AIMSweb's curriculum based measure for math computation (MCOMP) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2). Within the classrooms,

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Hassler, Ryan Scott. "Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.

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Math & Science Education<br>Ph.D.<br>The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical unders

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36

Doherty, Christina Barbieri. "THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/335141.

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Educational Psychology<br>Ph.D.<br>The current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also of interest was whether perceptions of the functionality of errors mediated the effect of condition on learning and sense of belonging to mathematics. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) a Problem-Solving Control group, 2) a Correct Examples Control group, 3) a Correct Examples Error Reflection condition that promoted reflection on h

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Schafer, Nancy Jo. "Teacher Video Clubs: A Method for Creating a Mathematical Discourse Community through Collective Reflection." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/52.

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Although the reform movement in mathematics education has been very influential within colleges of education and among researchers, it has had less of an effect on mathematics education at the K-12 level (National Center for Educational Statistics, 1999). As a part of the reform movement, the National Council of Teachers of Mathematics (1991) recommends that teachers engage students in mathematical discourse. Given that situated learning theory suggests that reflection, particularly collective reflection, is necessary for professional development (Borko & Putnam, 1998; Lave & Wenger, 1991), th

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Wong, Chung-shun, and 黃忠信. "Using a cognitive approach to assess achievement in secondary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B42574274.

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Galdo, Brendan Matthew. "Towards a Quantitative Framework for Detecting Transfer ofLearning." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1594376871572599.

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Spillman, Samantha Ann. "Is More Always Better: Comparing the Effects of Single and Multiple Learning Channels on Academic Performance." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5435.

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Precision teaching (PT) is a measurement system used in multiple settings for all types of behavior, from driving to mathematics. The ultimate goal of PT is to develop fluent, free operant behaviors through analyzing response frequencies on a standard celeration chart. Research has found PT to be effective at improving both the speed and accuracy of academic skills. There is little research, however, in the effects of learning channels, a component of PT, as they relate to the acquisition of academic skills. The present study examined the relationship between single and multiple learning chann

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41

Guerra, Maria José da Cruz Nunes. "Estudo das dificuldades encontradas em 2000 pelos alunos na resolução da prova de aferição de matemática - 4º ano." Master's thesis, Instituto Superior de Psicologia Aplicada, 2002. http://hdl.handle.net/10400.12/1277.

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Dissertação de Mestrado em Psicologia Educacional<br>Esta dissertação é um estudo sobre as dificuldades e os erros dos alunos do 4o ano de escolaridade na realização de 14 itens das provas de aferição de Matemática de 2000, que tinham revelado mais dificuldade. Na análise das concepções e dificuldades dos alunos tivemos como referência os estudos de vários autores, nomeadamente Piaget, Vergnaud, Vygotsky, Brissiaud, Borasi, entre outros. Vergnaud (1986) chama a atenção para a importância da análise dos erros, pois estes fornecem indicadores do modo como se está a desenrolar o conhecimento.

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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combin

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Cipollone, Maria. "Motivation to Mine: An Analysis of the Motivation for Extended Video Game Play among Preadolescents in a Physical Learning Environment." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/352314.

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Media & Communication<br>Ph.D.<br>The relationship between video games and learning is a topic of interest for academic fields. But how can a voluntary activity, like playing video games, motivate students to be academically productive? This dissertation used the popular video game, Minecraft, to measure the intrinsic motivation of 7th and 8th grade students in mathematics class, using a Self-Determination Theory (SDT) framework. The results demonstrated that intrinsic motivation remained at high levels, as long as students are competent in game controls and were relatively free to do what the

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Stott, Deborah Ann. "Learners' numeracy progression and the role of mediation in the context of two after school mathematics clubs." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017181.

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National and international assessment results, research studies and reports point to South Africa as having educational challenges, specifically with mathematics, science and language. Addressing some of these issues is a key aim for the SANC project at Rhodes University, the context in which this study takes place. Working from a broad Vygotskian perspective of learning and development, this study had a dual focus and investigated how Grade 3 learners’ mathematical proficiency progressed (or not) whilst participating in after school maths clubs over the course of a year, and explored how the

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Daniel, Coralie, and n/a. "The identification of mathematical ability and of factors significant in its nurture." University of Otago. Department of Mathematics & Statistics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070212.105323.

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This thesis reports data gathered through case studies of ten of the students who took part in a survey of secondary school students who had been invited to camps at which the New Zealand teams were chosen for the International Mathematical Olympiad (IMO) in the first five years of this country�s participation in the IMO. The case studies data gave individuals� narratives that were captivating yet complex, unique yet universal, clear yet not easily described all of apiece. I read widely in response to the information they offered and found that reflection and a narrative style of presentation

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Gabriel, Florence. "Mental representations of fractions: development, stable state, learning difficulties and intervention." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209933.

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Fractions are very hard to learn. As the joke goes, “Three out of two people have trouble with fractions”. Yet the invention of a notation for fractions is very ancient, dating back to Babylonians and Egyptians. Moreover, it is thought that ratio representation is innate. And obviously, fractions are part of our everyday life. We read them in recipes, we need them to estimate distances on maps or rebates in shops. In addition, fractions play a key role in science and mathematics, in probabilities, proportions and algebraic reasoning. Then why is it so hard for pupils to understand and use them

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Becker, Sandra [Verfasser], and Reinhard [Akademischer Betreuer] Pekrun. "Situating emotions in the context of mathematics : a multi-method approach to investigate the functions of emotions in the process of learning / Sandra Becker ; Betreuer: Reinhard Pekrun." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2017. http://d-nb.info/1199265322/34.

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Nys, Julie. "Habiletés numériques exactes et approximatives: développement, interactions, rôle de l'école et de la culture." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210004.

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Les animaux et êtres humains possèdent le sens du nombre, une capacité permettant d’appréhender rapidement et de manière approximative les quantités. Cette habileté étant présente très précocement et parmi différentes espèces, elle est considérée comme émergeant indépendamment de la culture, et en particulier de ces objets culturels que sont le langage et la scolarisation. Au-delà de cette compétence héritée phylogénétiquement, l’être humain développe également la capacité à appréhender et à manipuler les grandes quantités de manière exacte, du moins lorsqu’il évolue dans une culture de type o

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Popescu, Tudor. "The structure of the mathematical brain." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a6f9fd8a-e753-439b-80da-8adb783cf12e.

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Humans have an innate ability to deal with numerosity and other aspects of magnitude. This ability is generally honed through education in and experience with mathematics, which necessarily changes the brain structurally and functionally. These changes can be further manipulated through non-invasive electrical brain stimulation. Studying these processes in the case of maths not only constitutes research of great practical impact – given the importance of numerical skills in today's society – but also makes use of maths as a suitable domain in which to study plasticity. In this thesis, I aimed

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Gu, Jiangyue. "Epistemic Beliefs of Middle and High School Students in a Problem-Based, Scientific Inquiry Unit: An Exploratory, Mixed Methods Study." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4674.

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Abstract:

Epistemic beliefs are individuals’ beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students’ self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students’ epistemic beliefs contribute to the construction of students’ problem solving processes, and (c) how and why do students’ epistemic beliefs change by engaging in PBL.

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