Literaturnachweis - Detailanzeige
Autor/inn/en | Aspinwall, Leslie; Shaw, Kenneth L.; Presmeg, Norma C. |
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Titel | Uncontrollable Mental Imagery: Graphical Connections between a Function and Its Derivative. |
Quelle | In: Educational Studies in Mathematics, 33 (1997) 3, S.301-17Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0013-1954 |
Schlagwörter | Calculus; Cognitive Processes; Higher Education; Imagery; Mathematics Instruction; Mathematics Skills; Secondary Education; Visual Learning Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Cognitive process; Kognitiver Prozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Metaphorik; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sekundarbereich; Visual education; Visuelles Lernen |
Abstract | Examines the possibility that at times imagery might be a disadvantage in certain tasks. For example, the notion of a persistent image may be so vivid as to actually block other creative thought. Describes one calculus student's images supporting high levels of mathematical functioning which occasionally became so powerful as to obscure more than to explain. (AIM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |