Difference between pages "Doorman, Drijvers, Gravemeijer, Boon, & Reed (2012)" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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imported>Raymond Johnson
(Created page with "{{Title|Tool Use and the Development of the Function Concept: From Repeated Calculations to Functional Thinking}} __NOTOC__ * Authors: Michiel Doorman, Paul Drijvers, ...")
 
imported>Raymond Johnson
(new page)
 
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{{Title|Tool Use and the Development of the Function Concept: From Repeated Calculations to Functional Thinking}}
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
__NOTOC__
__NOTOC__
* Authors: [[Michiel Doorman]], [[Paul Drijvers]], [[Koeno Gravemeijer]], [[Peter Boon]], and [[Helen Reed]]
* Authors: [[Gerardo Ramirez]], [[Elizabeth Gunderson]], [[Susan Levine]], and [[Sian Beilock]]
* Journal: ''[[International Journal of Science and Mathematics Education]]''
* Journal: [[The Quarterly Journal of Experimental Psychology]]
* Year: 2012
* Year: 2012
* Source: http://link.springer.com/article/10.1007/s10763-012-9329-0 (open access)
* 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.
The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a point of departure and the notions of emergent modeling and instrumentation as design heuristics, a potentially rich technology-intensive learning arrangement for grade 8 students was designed and field-tested. The results suggest that the relationship between tool use and conceptual development benefits from preliminary activities, from tools offering representations that allow for progressively increasing levels of reasoning, and from intertwinement with paper-and-pencil work.
 
== Outline of Headings ==
 
* Introduction
* Theoretical Framework
** The Concept of Function
** Emergent Modeling
** Tools and Instrumentation
* Methods
** Design Phase
** Teaching Experiments and Data Collection
** Analysis
* Results
** The Initial Cell Phone Offer Task: Organizing Calculations
** Introducing Arrow Chains: Visualize Functions
** Using the Computer Tool to Create Arrow Chains
** Using the computer tool to create reverse chains
** Whole-class Discussion Capitalizing on Hands-on Experience
** A Different View on Function
** Backing Up Case Study Findings
** Overview of the Findings
* Conclusion and Discussion
** Conclusion
** Discussion
 
== Also ==


==Corrolary==
;APA
;APA
: Doorman, M., Drijvers, P., Gravemeijer, K., Boon, P., & Reed, H. (2012). Tool use and the development of the function concept: From repeated calculations to functional thinking. ''International Journal of Science and Mathematics Education'', 10(6), 1243–1267. doi:10.1007/s10763-012-9329-0
: 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
;BibTeX
<pre>
<pre>
@article{Doorman2012,
@article{Ramirez2012,
author = {Doorman, Michiel and Drijvers, Paul and Gravemeijer, Koeno and Boon, Peter and Reed, Helen},
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1007/s10763-012-9329-0},
doi = {10.1080/17470218.2011.616214},
journal = {International Journal of Science and Mathematics Education},
journal = {The Quarterly Journal of Experimental Psychology},
keywords = {emergent modeling,function concept,instrumentation,mathematics education,technology},
number = {3},
number = {6},
pages = {474--487},
pages = {1243--1267},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
title = {{Tool use and the development of the function concept: From repeated calculations to functional thinking}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
url = {http://link.springer.com/10.1007/s10763-012-9329-0},
volume = {65},
volume = {10},
year = {2012}
year = {2012}
}
}
Line 55: Line 28:


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:International Journal of Science and Mathematics Education]]
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Category:2012]]
[[Category:2012]]
[[Category:Open Access]]
[[Category:Elementary Mathematics]]
[[Category:Realistic Mathematics Education]]
[[Category:Math Anxiety]]
[[Category:Algebra]]
[[Category:Spatial Visualization]]
[[Category:Functions]]
[[Category:Technology]]

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}
}