Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inLebens, Morena
TitelThe cognitive and affective dimensions of mathematical difficulties in schoolchildren.
QuelleDuisburg u.a.: WiKu (2011), 349 S.Verfügbarkeit 
Vollst. zugl.: Glamorgan, Univ., Diss., 2008.
BeigabenIllustrationen; Literatur- und URL-Angaben S. 332-349
ZusatzinformationInhaltsverzeichnis
Sprachedeutsch
Dokumenttypgedruckt; Monographie
ISBN3-86553-378-7; 978-3-86553-378-4
SchlagwörterChi-Quadrat-Test; Empirische Untersuchung; Längsschnittuntersuchung; Problemlösen; Selbstwirksamkeit; Wahrnehmung; Itemanalyse; Testmethodik; Testverfahren; Schuljahr 05; Schuljahr 06; Schuljahr 08; Schüler; Kognitives Lernen; Lernschwierigkeit; Lernmethode; Arithmetik; Mathematische Kompetenz; Rechenschwierigkeit; Hochschulschrift; Instruktion; Deutschland
AbstractPrevious research suggests that children with mathematical difficulties (MD) use inefficient problem-solving strategies and lack computational fluency. This thesis extends existing research by investigating the cognitive and affective dimensions of MD in schoolchildren using a variety of methodological approaches. The principle aim is to identify the characteristics of children with MD and compare them with children of average ability, to identify the factors relevant to the learning of mathematics. In order to investigate the cognitive aspects of MD, dual task experiments were used to examine the role of subvocal rehearsal in arithmetic problem solving. Mathematical problems were coupled with either a phonological or a neutral secondary task to find out how children with MD and average ability use phonological working memory resources in arithmetic. The cognitive aspects of MD for the learning process were addressed by evaluating two different types of mathematics instruction. A protocol analysis illustrated how the format of instruction affected children's use of arithmetic problem solving strategies and how strategy usage was influenced by individual differences in information processing. Overall, the results suggest that the cognitive processing deficits of children with MD seem to result from inefficient problem-solving strategy usage witch occupies cognitive resources, however, problem solving was improved via a direct instruction intervention which provided worked-out examples and model strategies. A follow-up analysis found that the interventions for children with MD would need to go beyond the learning of specific abilities in order to produce sustainable long-term effects on school achievement. (Verlag).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2012/4
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Die Wikipedia-ISBN-Suche verweist direkt auf eine Bezugsquelle Ihrer Wahl.
Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: