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Affect in Peer Group Learning During Virtual Science Inquiry: Insights From Self-Reports and Video Observations
<p>The purpose of this study was to explore affect in small groups learning
together face-to-face in a virtual learning environment. The specific
aims of the study were to establish how affect within groups (valence, ...
Young children’s recognition of quantitative relations in mathematically unspecified settings
<p id="yui_3_10_0_1_1389882673782_2390">Children have been found to be able to reason about quantitative relations, such as non- symbolic proportions, already by the age of 5 years. However, these studies utilize settings ...
Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations
<p>Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that ...
Conceptual changes for and during working life
Rapid and radical changes in science, technology and society may result in new scientific concepts and new workplace practices, which require fundamental restructuring of prior knowledge. Over the years a noteworthy body ...
Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later
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Recent evidence suggests that early natural number knowledge is a predictor of later rational number conceptual knowledge, even though students’ difficulties with rational numbers have also been explained by ...
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge
<p>While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's ...
Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals
<p>rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The ...
Voluntary vs Compulsory Playing Contexts: Motivational, Cognitive, and Game Experience Effects
<div><p><i>Background</i>.
Serious games are often used in formal school contexts, in which
students’ lack of control over the playing situation may have
repercussions on any motivational gains.</p><p><i>Aims and ...
The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving
<p>A Word Problem Enrichment programme (WPE) has been
found to increase student word problem solving performance when facing
non-routine and application problems. However, it is unknown if the WPE has an
impact on student ...
Adaptive Number Knowledge in Secondary School Students: Profiles and Antecedents
<p>The present study aims to examine inter-individual differences in adaptive number
knowledge in secondary school students. Adaptive number knowledge is defined as a
well-connected network of ...