東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Seeing beyond the explicit: Orientin...

Garay, Georgia Maria.

Linked to FindBook

Google Book

Amazon

博客來

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure./
Author:	Garay, Georgia Maria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10248992
ISBN:	9781369478068

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.
Garay, Georgia Maria.

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 127 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2016.

Research has shown that experts are able to see beyond explicitly presented content and identify relevant structural information that determines correct problem solutions. Two experiments were conducted to investigate whether a triad judgment task could be used to orient learners to detect deep structural features within two mathematical content areas: factoring polynomial expressions and solving percent word problems. Three triad types were designed to manipulate surface and deep feature similarity between source and target problems. One triad type contrasted a problem that was similar to the target in terms of surface features with a problem that was similar in terms of structural features (SS-SD). A second triad type contrasted a problem that possessed similar deep features with an unrelated problem (SD-U). The third contrasted a problem with similar surface features and an unrelated problem (SS-U). Learners were presented with six triads of each type and asked to identify which of two source problems went best with the target. Triad types were presented in different blocked sequences to determine whether order of presentation of triads can be used to orient learners towards deep structure. Additionally it was investigated whether the triad judgment task would influence subsequent problem solving performance. Results of both experiments suggested that learners can be oriented toward deep mathematical structure and away from distracting surface features by completing SD-U triads first in a blocked sequence of triads. Learners' ability to perceive underlying structure had no significant impact on problem solving ability.

ISBN: 9781369478068Subjects--Topical Terms:

517650
Educational psychology.

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.
LDR:02644nmm a2200313 4500 001 2160756
005 20180727125212.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369478068
035 $a (MiAaPQ)AAI10248992
035 $a (MiAaPQ)fordham:10909
035 $a AAI10248992
040 $a MiAaPQ $c MiAaPQ
100 1 $a Garay, Georgia Maria. $3 3348691
245 1 0 $a Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Mitchell Rabinowitz.
502 $a Thesis (Ph.D.)--Fordham University, 2016.
520 $a Research has shown that experts are able to see beyond explicitly presented content and identify relevant structural information that determines correct problem solutions. Two experiments were conducted to investigate whether a triad judgment task could be used to orient learners to detect deep structural features within two mathematical content areas: factoring polynomial expressions and solving percent word problems. Three triad types were designed to manipulate surface and deep feature similarity between source and target problems. One triad type contrasted a problem that was similar to the target in terms of surface features with a problem that was similar in terms of structural features (SS-SD). A second triad type contrasted a problem that possessed similar deep features with an unrelated problem (SD-U). The third contrasted a problem with similar surface features and an unrelated problem (SS-U). Learners were presented with six triads of each type and asked to identify which of two source problems went best with the target. Triad types were presented in different blocked sequences to determine whether order of presentation of triads can be used to orient learners towards deep structure. Additionally it was investigated whether the triad judgment task would influence subsequent problem solving performance. Results of both experiments suggested that learners can be oriented toward deep mathematical structure and away from distracting surface features by completing SD-U triads first in a blocked sequence of triads. Learners' ability to perceive underlying structure had no significant impact on problem solving ability.
590 $a School code: 0072.
650 4 $a Educational psychology. $3 517650
650 4 $a Cognitive psychology. $3 523881
650 4 $a Mathematics education. $3 641129
690 $a 0525
690 $a 0633
690 $a 0280
710 2 $a Fordham University. $b Division of Psychological and Educational Services. $3 2102090
773 0 $t Dissertation Abstracts International $g 78-07A(E).
790 $a 0072
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10248992