2 edition of investigation of various cognitive styles and the implications for mathematics education found in the catalog.
investigation of various cognitive styles and the implications for mathematics education
Gail Jean Spitler
Written in English
|Other titles||Cognitive styles|
|The Physical Object|
|Pagination||v, 221 p|
|Number of Pages||221|
The paper also discusses implications of cognitive styles in terms of improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and thinking strategies, expanding guidance and vocational decision making, broadening educational goals and outcomes and tuning the stylistic demands of educational environments. Introduction. Education equips younger generations with important skills and knowledge. Effective learning enables students to learn through creative teaching methods and acquire knowledge in class; the latter becomes an exciting activity through the effort of teachers .Mathematics education motivates students to become critical and innovative and to cultivate sound reasoning in problem solving.
Early math education is new and challenging. It involves deep mathematics and many different components, ranging from free play to an organized curriculum. Teaching it is not easy and in fact may be similar to teaching mathematics at the elementary level. (). The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 84, No. 5, pp.
LLB developed a computer-based test for determining cognitive styles, conducted a factor analysis of the test results. MEO conducted an experiment for determining the cognitive activity of the students with different cognitive styles and provided the analysis of the experimental results. All authors read and approved the final manuscript. learning, in psychology, the process by which a relatively lasting change in potential behavior occurs as a result of practice or experience. Learning is distinguished from behavioral changes arising from such processes as maturation and illness, but does apply to motor skills, such as driving a car, to intellectual skills, such as reading, and to attitudes and values, such as prejudice.
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An Investigation of Various Cognitive Styles and the Implications for Mathematics Education. Spitler, Gail Jean The study's purpose was to examine various psychological and educational conceptions of cognitive style, to determine the implications each has for mathematics education, to summarize the related research, and to integrate the research positions.
In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive Author: Alan H.
Schoenfeld. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education.
A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive. This chapter considers the term 'cognitive style' in mathematics to refer to the way a person thinks through a problem.
The interpretation (or speculation) as to what the brain is doing is of interest, in that it gives a neurological perspective on different thinking styles.
Cognitive style is often easy to identify if teachers just take time to observe the student as he works and possibly to reinforce those. This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics.
In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for. Spitler, GJ An investigation of various cognitive styles and the implications for mathematics education Dissertation Abstracts International 32 A (Doctoral dissertation, Wayne State University, )(University Microfilms No.
,) Google Scholar. Math Learning Model that Accommodates Cognitive Style to Build Problem-Solving Skills Warli 1 & Mu’jizatin Fadiana1 1 Mathematics Education Department, University Ronggolawe Tuban, Indonesia Correspondence: Warli, Mathematics Education Department, University Ronggolawe Tuban, Indonesia.
Tel: E-mail: _sidoarjo. Some researchers think that learning style and cognitive style are the same, while others have different opinions. Actually, they are different.
Cognitive style is “individual’s habitual way of organizing and processing information” (Liu,pp. ), while learning style is a broader concept. mathematics teacher plays in the formation of student attitudes towards mathematics.
Thus, aiming to develop positive attitudes towards mathematics including confidence, enjoyment and an appreciation of it as a powerful tool should be parallel with the acquisition and the understanding of mathematics concepts and skills in mathematics education. and cognitive and learning styles in web-based learning: report of two randomised trials.
Med Educ ;41 (9)– 8 Bostrum RP, Olfman L, Sein MK. The importance of learning style in end-user training. MIS Q ; – 9 Graff M. Learning from Web-based instructional systems and cognitive style. Br J Educ Technol ; – Journal for Research in Mathematics Education, 9, 3,May 78 The relationship between a cognitive style variable, field-dependence-independence, and instructional treatments that differed in two dimensions of discovery learning, level of guidance and level of abstraction, was investigated with prospective elementary teachers.
This book describes individual differences that have been documented through scholarly investigations of cognitive styles, highlights philosophical and theoretical foundations of cognitive style concepts, and pinpoints implications for classroom practice.
Abstract: This qualitative and quantitative research shows the effectiveness of using web-based technologies in teaching and learning mathematics based on cognitive learning theories.
The analysis of data indicated that students benefited from existing technologies for mathematics courses taught online. Data was collected and analyzed based on 16 online mathematics courses with a total. Mathematics and Cognitive Development in Children Myron J. Rosskopf Chairman, Department of Mathematical Education Teachers College Columbia University No paper concerned with conceptualization would be complete without a reference to Piaget and the Geneva School of child development psychology.
The work of this group has had a. Saklofske, ). The information gained from learning styles research provides researchers with knowledge that can be helpful in improving the overall quality of learning as well as the learning environment.
Overview of Learning Styles. Beforethe term cognitive style was widely used to describe the different. Resources for Further Investigation: Learning Tactics and Strategies (p. ) The key to using questions profitably is to recognize that different types of questions make different cognitive demands.
Some questions require little more than verbatim recall or recognition of simple facts and details. teachers use different instructional. subjects' cognitive styles, failed to find inter action effects between instructional methods and cognitive style.
Implications for the Classroom The sensitivity of the teacher in dealing with individual learner differences in cogni tive styles in his/her classroom may be a significant influence in facilitating learning.
Educational implications of cognitive styles are discussed in terms of six main rubrics: improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and. There has long been dispute in mathematics between the drill and practice orientation that focuses primarily on memorizing mathematics as meaningless rote algorithms and the approach based on understanding and making creative use of mathematics.
This chapter book, based on a 7-year study at the University of Illinois, seeks to explain and diffuse this controversy by taking a broad view of. : Learning Mathematics: The Cognitive Science Approach to Mathematics Education (): Davis, Robert B.: Books. Cognitive and affective implications of persuasive technology use on mathematics instruction Article in Computers & Education 75 June with 69 Reads How we measure 'reads'.The first half of the workshop focused on the understanding of young children’s learning that has been gained through research.
The presenters and discussants were guided by a set of questions, supplied in advance, that were designed to target the most fundamental developments in research on mathematics and science learning in very young children—and those with the greatest potential for.
Therefore, it is necessary to investigate how users with different cognitive styles interact with DLs so that effective personalization can be provided. In this vein, the study presented in this paper investigates how cognitive styles affect the behavior and .