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Showing 1 to 15 of 45 results Save | Export
Josephine Relaford-Doyle – ProQuest LLC, 2022
It is widely assumed within developmental psychology that spontaneously-arising conceptualizations of natural number--those that develop without explicit mathematics instruction--match the formal characterization of natural number given in the Dedekind-Peano Axioms (e.g., Carey, 2004; Leslie et al., 2008; Rips et al., 2008). Specifically,…
Descriptors: Mathematical Concepts, Number Concepts, Mathematical Logic, Undergraduate Students
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Fangli Xia; Mitchell J. Nathan; Kelsey E. Schenck; Michael I. Swart – Cognitive Science, 2025
Task-relevant actions can facilitate mathematical thinking, even for complex topics, such as mathematical proof. We investigated whether such cognitive benefits also occur for action predictions. The action-cognition transduction (ACT) model posits a reciprocal relationship between movements and reasoning. Movements--imagined as well as real ones…
Descriptors: Undergraduate Students, Geometry, Mathematical Concepts, Mathematics Instruction
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Weingarden, Merav; Buchbinder, Orly; Liu, Jinqing – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
In this paper, we offer a novel framework for analyzing the Opportunities for Reasoning-and-Proving (ORP) in mathematical tasks. By drawing upon some tenets of the commognitive framework, we conceptualize learning and teaching mathematics via reasoning and proving both as enacting reasoning processes (e.g., conjecturing, justifying) in the…
Descriptors: Mathematics Instruction, Mathematical Logic, Validity, Preservice Teachers
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Basir, Mochamad Abdul; Waluya, S. B.; Dwijanto; Isnarto – European Journal of Educational Research, 2022
Cognitive processes are procedures for using existing knowledge to combine it with new knowledge and make decisions based on that knowledge. This study aims to identify the cognitive structure of students during information processing based on the level of algebraic reasoning ability. This type of research is qualitative with exploratory methods.…
Descriptors: Cognitive Structures, Cognitive Processes, Algebra, Mathematical Logic
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Thanheiser, Eva; Melhuish, Kathleen; Sugimoto, Amanda; Rosencrans, Brenda; Heaton, Ruth – Educational Studies in Mathematics, 2021
In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional…
Descriptors: Networks, Classroom Environment, Mathematics Instruction, Learner Engagement
Candace Walkington; Mitchell J. Nathan; Min Wang; Kelsey Schenck – Grantee Submission, 2022
Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the "cognitive relevance" of particular body states to associated math concepts. We test competing models of action-cognition…
Descriptors: Thinking Skills, Mathematics Skills, Cognitive Processes, Models
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Candace Walkington; Mitchell J. Nathan; Min Wang; Kelsey Schenck – Cognitive Science, 2022
Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the "cognitive relevance" of particular body states to associated math concepts. We test competing models of action-cognition…
Descriptors: Thinking Skills, Mathematics Skills, Cognitive Processes, Models
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Fitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Understanding fraction magnitudes is important for achievement and in daily life. However, adults' fraction reasoning sometimes appears to reflect whole number bias and other times reflects accurate reasoning. In the current experiments, we examined how contextual factors and individual differences in executive functioning (Experiment 1),…
Descriptors: Fractions, Adults, Mathematical Logic, Knowledge Level
Fitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Grantee Submission, 2020
Understanding fraction magnitudes is important for achievement and in daily life. However, adults' fraction reasoning sometimes appears to reflect whole number bias and other times reflects accurate reasoning. In the current experiments, we examined how contextual factors and individual differences in executive functioning (Experiment 1),…
Descriptors: Fractions, Adults, Mathematical Logic, Knowledge Level
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Faizah, Siti; Nusantara, Toto; Sudirman; Rahardi, Rustanto – Mathematics Teaching Research Journal, 2022
Thinking is a tool to construct knowledge in learning mathematics. However, some college students have not been fully aware of the importance of constructing their knowledge. Therefore, this study aims to explore students' thinking processes in completing mathematical proofs through assimilation and accommodation schemes. This research was…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Tests, Validity
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Sellers, Morgan; Roh, Kyeong Hah; David, Erika – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
This study investigates one Calculus student's meanings for quantifiers in Calculus statements involving multiple quantifiers. The student was asked in a two-hour long clinical interview to evaluate and interpret the Intermediate Value Theorem (IVT) and three other statements whose logical structure was similar to the IVT except for the order of…
Descriptors: Calculus, Mathematics Instruction, Mathematical Logic, Validity
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Wouters, Pieter; van Oostendorp, Herre; ter Vrugte, Judith; vanderCruysse, Sylke; de Jong, Ton; Elen, Jan – British Journal of Educational Technology, 2017
The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments with prevocational students in the domain of proportional reasoning. Surprise involves an emotional reaction, but it also serves a cognitive goal as it…
Descriptors: Educational Games, Teaching Methods, Emotional Response, Logical Thinking
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Williams-Pierce, Caroline; Pier, Elizabeth L.; Walkington, Candace; Boncoddo, Rebecca; Clinton, Virginia; Alibali, Martha W.; Nathan, Mitchell J. – Journal for Research in Mathematics Education, 2017
In this Brief Report, we share the main findings from our line of research into embodied cognition and proof activities. First, attending to students' gestures during proving activities can reveal aspects of mathematics thinking not apparent in their speech, and analyzing gestures after proof production can contribute significantly to our…
Descriptors: Mathematical Logic, Validity, Nonverbal Communication, Cognitive Processes
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Richland, Lindsey E.; Begolli, Kreshnik Nasi; Simms, Nina; Frausel, Rebecca R.; Lyons, Emily A. – Educational Psychology Review, 2017
Mathematical discussions in which students compare alternative solutions to a problem can be powerful modes for students to engage and refine their misconceptions into conceptual understanding, as well as to develop understanding of the mathematics underlying common algorithms. At the same time, these discussions are challenging to lead…
Descriptors: Mathematics Instruction, Problem Solving, Literature Reviews, Mathematical Logic
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LaRochelle, Raymond; Lamb, Lisa; Nickerson, Susan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
An important decision that professional development (PD) facilitators must make when preparing for activities with teachers is to select an appropriate tool for the intended learning goals of the PD (Sztajn, Borko, & Smith, 2017). One important and prevalent tool is artifacts of student thinking (e.g. Jacobs & Philipp, 2004). In this paper…
Descriptors: Faculty Development, Secondary School Teachers, Cognitive Processes, Mathematics Teachers
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