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Isabel M. Romero Albaladejo; María del Mar García López – Education and Information Technologies, 2024
The mathematical-related affect research agenda demands studies on the affect-cognition relationship, as well as interventions aimed at improving affective aspects of mathematical learning. The potential of technological environments for promoting cognitive changes in students has been widely informed and there is evidence of their influence in…
Descriptors: Geometry, Mathematics Instruction, Student Attitudes, Computer Software
Hutt, Stephen; Grafsgaard, Joseph F.; D'Mello, Sidney K. – Grantee Submission, 2019
We developed generalizable affect detectors using 133,966 instances of 18 affective states collected from 69,174 students who interacted with an online math learning platform called Algebra Nation over the entire school year. To enable scalability and generalizability, we used generic interaction features (e.g., viewing a video, taking a quiz),…
Descriptors: Affective Behavior, Online Courses, Educational Technology, Technology Uses in Education
Bülbül, Buket Özüm – Journal of Pedagogical Research, 2021
This study examined the effect of affective factors, the gender variable, grade level and academic achievement on prospective teachers' (PTs) beliefs about geometric habits of mind. For this purpose, The Belief Scale for geometric habits of mind, Geometry Self-efficacy Scale, Geometry Attitude Scale and a Demographic Characteristics Form were…
Descriptors: Cognitive Processes, Mathematics Teachers, Gender Differences, Preservice Teachers
Gómez-Chacón, Inés Ma.; Romero Albaladejo, Isabel Ma.; del Mar García López, Ma. – ZDM: The International Journal on Mathematics Education, 2016
This study highlights the importance of cognition-affect interaction pathways in the construction of mathematical knowledge. Scientific output demands further research on the conceptual structure underlying such interaction aimed at coping with the high complexity of its interpretation. The paper discusses the effectiveness of using a dynamic…
Descriptors: Mathematics Instruction, Cognitive Processes, Geometry, Mathematical Logic
Ganley, Colleen M.; Vasilyeva, Marina – Journal of Educational Psychology, 2014
This research examined a potential mechanism underlying gender differences in math performance by testing a mediation model in which women's higher anxiety taxes their working memory resources, leading to underperformance on a mathematics test. Participants for the 2 studies were college students (N = 87, N = 118) who completed an anxiety measure,…
Descriptors: Anxiety, Short Term Memory, Gender Differences, Mathematics Achievement
Wheatley, Grayson H.; And Others – 1995
This paper describes the use of radical constructivism as a basis for curriculum reform in university mathematics courses and reports on research conducted on two of the courses developed, one in geometry and one in problem solving. The theoretical underpinnings of the project are described along with the implications for course design and…
Descriptors: Affective Behavior, Cognitive Development, College Mathematics, Constructivism (Learning)