Literaturnachweis - Detailanzeige
Autor/in | Lebens, Morena |
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Titel | The cognitive and affective dimensions of mathematical difficulties in schoolchildren. |
Quelle | Duisburg u.a.: WiKu (2011), 349 S. Vollst. zugl.: Glamorgan, Univ., Diss., 2008. |
Beigaben | Illustrationen; Literatur- und URL-Angaben S. 332-349 |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | deutsch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 3-86553-378-7; 978-3-86553-378-4 |
Schlagwörter | Chi-Quadrat-Test; Empirische Untersuchung; Längsschnittuntersuchung; Problemlösen; Selbstwirksamkeit; Wahrnehmung; Itemanalyse; Testmethodik; Testverfahren; Arithmetik; Deutschland; Längsschnittuntersuchung; Schüler; Wahrnehmung; Problemlösen; Hochschulschrift; Chi-Quadrat-Test; Instruktion; Itemanalyse; Kognitives Lernen; Selbstwirksamkeit; Schuljahr 05; Schuljahr 06; Schuljahr 08; Schüler; Kognitives Lernen; Lernschwierigkeit; Lernmethode; Arithmetik; Mathematische Kompetenz; Rechenschwierigkeit; Hochschulschrift; Instruktion; Deutschland |
Abstract | Previous 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 von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2012/4 |