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Now showing items 21-30 of 64
Frames of Reference and Achievement in Elementary Arithmetic
(Information Age Publishing, 2006)
This paper considers the relationship between 8-11 years old students' numerical achievement and a possible disposition towards the construction of particular frames of reference. The paper uses the characteristics of a ...
Cognitive styles, task presentation mode and mathematical performance
(Routledge, 2009)
This paper reports the outcomes of an empirical study undertaken to investigate the relationship of prospective teachers' cognitive styles and levels of performance in measurement and spatial tasks. A total of 116 prospective ...
Have All Children Benefited? A Perspective on Curriculum Initiatives and Low Achievers
(2002)
This paper considers whether or not curriculum initiatives within England are in fact leading to qualitatively improved levels of thinking among children identified as lower achievers in arithmetic. Revisiting data from ...
Integrating mathematical abilities and creativity in the assessment of mathematical giftedness
(Pabst Science Publishers, 2013)
This study aims to examine the structure of the relationship between intelligence and mathematical giftedness and build a comprehensive model to describe this relationship and the nature of mathematical giftedness. This ...
Prospective teachers' attention on geometrical tasks
(2014)
This study investigates early childhood prospective teachers' attention to geometrical tasks while designing and using them in the classroom. This is explored in the context of the teaching practice of 11 prospective ...
Cognitive styles, dynamic geometry and measurement performance
(2009)
This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ...
Spatial visualizers, object visualizers and verbalizers: Their mathematical creative abilities
(2013)
This paper investigates the relationship between the creative process in mathematical tasks and spatial, object and verbal cognitive styles. A group of 96 prospective primary school teachers completed the Object-Spatial ...
Drawing on a theoretical model to study students' understandings of fractions
(2007)
Teaching and learning fractions has traditionally been one of the most problematic areas in primary school mathematics. Several studies have suggested that one of the main factors contributing to this complexity is that ...
Connecting mathematical creativity to mathematical ability
(2013)
This study aims to investigate whether there is a relationship between mathematical ability and mathematical creativity, and to examine the structure of this relationship. Furthermore, in order to validate the relationship ...