Difference between pages "Jackson, Garrison, Wilson, Gibbons, & Shahan (2013)" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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imported>Raymond Johnson
(Created page with "{{Title|Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction}} __...")
 
imported>Raymond Johnson
(new page)
 
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{{Title|Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction}}
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
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__NOTOC__
The article ''Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction'' was written by [[Kara Jackson]], [[Anne Garrison]], [[Jonee Wilson]], [[Lynsey Gibbons]], and [[Emily Shahan]] and was published in the ''[[Journal for Research in Mathematics Education]]'' in 2013. The article is available from NCTM at http://www.nctm.org/publications/article.aspx?id=37550.
* Authors: [[Gerardo Ramirez]], [[Elizabeth Gunderson]], [[Susan Levine]], and [[Sian Beilock]]
* Journal: [[The Quarterly Journal of Experimental Psychology]]
* Year: 2012
* Source: http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214


== Abstract ==
==Abstract==
 
Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.
This article specifies how the setup, or introduction, of cognitively demanding tasks is a crucial phase of middle-grades mathematics instruction. We report on an empirical study of 165 middle-grades mathematics teachers' instruction that focused on how they introduced tasks and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole-class discussion. Findings suggest that in lessons in which (a) the setup supported students to develop common language to describe contextual features and mathematical relationships specific to the task and (b) the cognitive demand of the task was maintained in the setup, concluding whole-class discussions were characterized by higher quality opportunities to learn.
 
== Outline of Headings ==
 
* Motivation for the Study
* Conceptual Framework
** Mathematical Tasks Framework
** Key Aspects of High-Quality Setups
*** Key contextual features
*** Key mathematical ideas and relationships
*** Development of common language
*** Maintenance of the cognitive demand
*** Summary
* Methods
** Research Context
*** Participating districts
*** Participating teachers
** Data Source: Video Recordings of Classroom Instruction
** Measuring Students' Opportunities to Learn Mathematics
*** Standard IQA measures
*** Task-as-set-up measures
** Coding of Video Recordings
** Methods of Analysis
*** Nature of the setup phase of instruction
*** Relationships between the setup and concluding whole-class discussion
* Results
** Descriptive Statistics of the Observed Lessons
** The Nature of the Setup Phase of Instruction
** Relationships Between the Setup and Students' Opportunities to Learn in the Concluding Whole-Class Discussion
*** Relationships between the setup and Academic Rigor of the Discussion
*** Relationships between the setup and Student Linking
*** Relationships between the setup and Student Providing
** Limitations of the Study
* Discussion and Conclusion
 
== Also ==
 
=== APA ===
 
Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. ''Journal for Research in Mathematics Education'', 44(4), 646–682.
 
=== BibTeX ===


==Corrolary==
;APA
: Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. ''The Quarterly Journal of Experimental Psychology'', 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
;BibTeX
<pre>
<pre>
@article{Jackson2013,
@article{Ramirez2012,
author = {Jackson, Kara and Garrison, Anne and Wilson, Jonee and Gibbons, Lynsey and Shahan, Emily},
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
journal = {Journal for Research in Mathematics Education},
doi = {10.1080/17470218.2011.616214},
keywords = {Cognitive demand,Instruction,Opportunity to learn,Tasks},
journal = {The Quarterly Journal of Experimental Psychology},
number = {4},
number = {3},
pages = {646--682},
pages = {474--487},
title = {{Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction}},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://www.nctm.org/publications/article.aspx?id=37550},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {44},
volume = {65},
year = {2013}
year = {2012}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:Journal for Research in Mathematics Education]]
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Category:2013]]
[[Category:2012]]
[[Category:Curriculum Use]]
[[Category:Elementary Mathematics]]
[[Category:Instruction]]
[[Category:Math Anxiety]]
[[Category:Spatial Visualization]]

Latest revision as of 04:25, 3 December 2015

Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children

Abstract

Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.

Corrolary

APA
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. The Quarterly Journal of Experimental Psychology, 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
BibTeX
@article{Ramirez2012,
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1080/17470218.2011.616214},
journal = {The Quarterly Journal of Experimental Psychology},
number = {3},
pages = {474--487},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {65},
year = {2012}
}
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