A Comparative Study on Brain Activity Associated with Solving Short Problems in Algebra and Geometry [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Leikin, Mark; Waisman, Ilana; Shaul, Shelley; Leikin, Roza
Titel	A Comparative Study on Brain Activity Associated with Solving Short Problems in Algebra and Geometry [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Brain; Males; Adolescents; Problem Solving; Algebra; Geometry; Brain Hemisphere Functions; Foreign Countries; High School Students; Israel + Suchen Sie Ihr Suchwort? Gehirn; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Problemlösen; Geometrie; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This paper presents study that investigates brain activity (using ERP methodology) of male adolescents when solving short problems in algebra and geometry. The study design links mathematics education research with neuro-cognitive studies. We performed a comparative analysis of brain activity associated with the translation from visual to symbolic representations of mathematical objects in algebra and geometry. The findings demonstrate that electrical activity associated with the performance of geometrical tasks is stronger than that associated with solving algebraic tasks. Additionally, we found different scalp topography of the brain activity associated with algebraic and geometric tasks. Based on these results, we argue that problem solving in algebra and geometry are related to different patterns of brain activity. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01