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2 edition of Cognitive-affective interaction in the teaching and learning of mathematics found in the catalog.

Cognitive-affective interaction in the teaching and learning of mathematics

Laurie Buxton

Cognitive-affective interaction in the teaching and learning of mathematics

by Laurie Buxton

  • 328 Want to read
  • 11 Currently reading

Published by typescript in [s.l.] .
Written in English


Edition Notes

Thesis (Ph.D.) - University of Warwick, 1985.

StatementLaurie Graham Buxton.
ID Numbers
Open LibraryOL13863237M

Improve teaching and learning quality As Lowther et al. () have stated that there are three important characteristics are needed to develop good quality teaching and learning with ICT: autonomy, capability, and creativity. Autonomy means that students take control of their learning through their use of ICT. In this way. Teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning.

4. Individual education where the programs include exercises, training, and self-evaluation. 5. A tool to perform calculations and the representation of functions, operations, 6. A tool to encourage experimentation and research, which are the components in the process of learning and teaching mathematics. The Nature of Learning Tactics and Strategies (pp. ) Types of Tactics. Using Learning Strategies Effectively (pp. ) The Components of a Learning Strategy Research on Learning Strategy Training: Reciprocal Teaching Suggestions for Teaching in Your Classroom (pp. ).

As teachers deal with teaching and of equal importance learning of students, the contribution of various learning theories to teacher development is with some detail given hereunder. Although theories differ in many ways, including their general assumptions and guiding principles, many . in education. Defining Affective Learning In its simplest form, affective learning characterizes the emotional area of learning reflected by the beliefs, values, interests, and behaviors of learners (Krathwohl et al., ; Smith & Ragan, ; Gronlund & Brookhart, ). Affective learning is concerned with how learners feel while they are.


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Cognitive-affective interaction in the teaching and learning of mathematics by Laurie Buxton Download PDF EPUB FB2

Table – (Wilson, L.O. ) – Bloom vs. Anderson/Krathwohl revisions. Additional Resources: There are many different types of graphics cleverly depicting the new versions that can be printed and readily used as everyday references during instructional a search engine like Google enter “revised Bloom’s taxonomy” and view the “images” portion of the search to find.

This book overviews concepts, theories and research in the psychology of learning mathematics, including research methodologies. The organising framework is the classification of the central learning outcomes of school mathematics into facts, skills, conceptual structures, general strategies and by: 4.

There is ample evidence showing the need for problem-solving to be an integral part of all mathematics learning. Teaching through problem solving, however, means that students learn mathematics through real contexts, problems, situations, and models. The contexts and models allow students to build meaning for the concepts.

This is a study of extreme emotional reactions to the learning of mathematics. It is conducted among mature adults, mostly well-qualified in some academic area, but with relative failure in mathematics, and showing a marked distaste for the subject. It first explores, through interviews with twenty-four people, their memories and feelings about their experiences in the mathematics classroom.

Buy The Psychology of Learning Mathematics: The cognitive, affective and contextual domains of mathematics education by Ernest, Paul (ISBN: ) from Amazon's Book Store. Everyday low prices and free delivery on eligible : Paul Ernest. ABSTRACTThis study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and student learning outcomes among 1, students from 30 Chinese fifth-grade classrooms using a new mathematics curriculum.

Measures of mathematics learning outcomes at two data points over Affective, Interactive and Cognitive Methods for e-Learning Design: Creating an Optimal Education Experience tries to bridge the current gap that exists in e-learning literature.

This book gives insight into the most important design and other issues encountered when creating e-learning, helping the reader create better designed, thoughtful e.

“learning becomes life, and a very vital life at that. The student is on his way, sometimes excitedly, sometimes reluctantly, to becoming a learning, changing being”.

Rogers, Carl R. The Interpersonal Relationship in the Facilitation of Learning. In Humanizing Education: The Person in. learning and teaching: theories, approaches and models 9 Parents’ attitude towa rds the child is influential in the child’s development to a great extent.

learning and teaching: theories, approaches and models 38 problem, explore the relations between its elements and organize the possible ways of solutio n, in.

Story Books. Story books make great teaching-learning materials. For example, a middle school teacher can use a book like "The Hatchet" by Gary Paulson, a gripping story of a boy, 13, who finds himself alone in a desolate wooded area in Canada, with only a hatchet (a gift from his mother) and his wits to help him survive.A teacher can read this book to the class as a whole, then have.

It has been shown that combining data from multiple sources, such as observations, self-reports, and performance with physiological markers offers better insights into cognitive-affective states during the learning process.

Through a study with 12 kindergarteners, we explore the role of utilizing insights from multiple data sources, as a potential arsenal to supplement and complement existing. Use the Interactions that Support Learning: Scavenger Hunt activity to help you look at your program in a creative way.

An extension of this activity could include creating a bulletin board with pictures and descriptions of staff members using these strategies.

Search the world's most comprehensive index of full-text books. My library. Brand new Book. This book overviews concepts, theories and research in the psychology of learning mathematics, including research methodologies.

The organising framework is the classification of the central learning outcomes of school mathematics into facts, skills, conceptual structures, general strategies and appreciation. Strategies for Caring Mathematical Interactions Dan Battey, Rebecca A. Neal, and Jessica Hunsdon How we handle classroom relationships between teachers and students plays an important role in how all students experience mathematics.

4 Algebra Readiness, Cycle 1 The Effective Mathematics Classroom What are some best practices for mathematics instruction. In general, a best practice is a way of doing something that is shown to generate the desired results.

In terms of mathematics instruction, we typically think of a best practice as a teaching strategy or lesson structure that promotes a deep student understanding of.

studied in a learning interaction. The most widely adopted of these is the OCC model of emotion [16]; however, this model does not include many of the affective phenomena observed in natural learning situations, such as interest, boredom, or surprise.

Csikszentmihályi [17] has emphasised the tendency. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum.

tone of the learning environment gener ated by their interactions. Current emphasis centers on cognitive processes. The many curriculum reform projects are based on a cognitive ap proach (Ripple and Rockcastle, ). Piaget, whose influence is recently being felt in American education. The development of the game is based on the Cognitive Affective Interaction Model that was designed to help students develop the skills for divergent and creative thinking.

First, we proposed a framework for designing creativity games. Then, an online game system is constructed with the strategies of teaching for creativity.Cognitive-affective interaction in the teaching and learning of mathematics Author: Buxton, Laurie ISNI: Awarding Body: University of Warwick Current Institution: University of Warwick Date of Award: Availability of Full Text.These principles provide a model for self-actuated learning and universal access for all students.

Regardless of students' disabilities or differentiated learning styles, every student needs and has the right to access the curriculum (Nelson, ). UDL should be part of the initial design of the curriculum, learning environments, and assessments.