Difference between pages "Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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== Contents ==
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
__NOTOC__
* 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==
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.


Part I: Introduction
==Corrolary==
 
;APA
<ol start="1">
: 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
<li>[[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]] by [[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], [[Janine Remillard|Janine T. Remillard]], and [[Beth Herbel-Eisenmann|Beth A. Herbel-Eisenmann]]</li>
;BibTeX
</ol>
 
Part II: Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials
 
<ol start="2">
<li>[[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]] by [[Matthew Brown|Matthew W. Brown]]</li>
<li>[[Stein & Kim (2009)|The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning]] by [[Mary Kay Stein]] and [[Gooyeon Kim]]</li>
<li>[[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]] by [[Kay McClain]], [[Qing Zhao]], [[Jana Visnovska]], and [[Erik Bowen]]</li>
<li>[[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]] by [[Kathryn Chval|Kathryn B. Chval]], [[Óscar Chávez]], [[Barbara Reys|Barbara J. Reys]], and [[James Tarr]]</li>
<li>[[Remillard (2009)|Part II commentary: Considering what we know about the relationship between teachers and curriculum materials]] by [[Janine Remillard|Janine T. Remillard]]</li>
<li>[[Larson (2009)|Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials]] by [[Matthew Larson|Matthew R. Larson]]</li>
</ol>
 
Part III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum
 
<ol start="8">
<li>[[Grant, Kline, Crumbaugh, Kim, & Cengiz (2009)|How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?]] by [[Theresa Grant|Theresa J. Grant]], [[Kate Kline]], [[Carol Crumbaugh]], [[Ok-Kyeong Kim]], and [[Nesrin Cengiz]]</li>
<li>[[The El-Barrio-Hunter College PDS Partnership Writing Collective (2009)|On the unique relationship between teacher research and commercial mathematics curriculum development]] by [[The El Barrio-Hunter College PDS Partnerships Writing Collective]]</li>
<li>[[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]] by [[Beth Herbel-Eisenmann|Beth A. Herbel-Eisenmann]]</li>
<li>[[Eisenmann & Even (2009)|Similarities and differences in the types of algebraic activities in two classes taught by the same teacher]] by [[Tammy Eisenmann]] and [[Ruhama Even]]</li>
<li>[[Ziebarth, Hart, Marcus, Ritsema, Schoen, & Walker (2009)|High school teachers as negotiators between curriculum intentions and enactment]] by [[Steven Ziebarth|Steven W. Ziebarth]], [[Eric Hart|Eric W. Hart]], [[Robin Marcus]], [[Beth Ritsema]], [[Harold Schoen|Harold L. Schoen]], and [[Rebecca Walker]]</li>
<li>[[Pimm (2009)|Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination]] by [[David Pimm]]
<li>[[Schnepp (2009)|Part III commentary: Teachers and the enacted curriculum]] by [[Marty Schnepp|Marty J. Schnepp]]
</ol>
 
# [[Behm & Lloyd (2009)|Factors influencing student teachers’ use of mathematics curriculum materials]] by [[Stephanie Behm|Stephanie L. Behm]] and [[Gwendolyn Lloyd|Gwendolyn L. Lloyd]]
# [[Christou, Menon, & Philippou (2009)|Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials]]
# [[Silver, Ghousseini, Charalambous, & Mills (2009)|Exploring the curriculum implementation plateau: An instructional perspective]]
# [[Cooney (2009)|Part IV commentary: Considering the confounding nature of teachers’ use of curriculum materials]]
# [[Phillips (2009)|Part IV commentary: Use of curriculum materials at different points on the professional continuum]]
# [[Doerr & Chandler-Olcott|Negotiating the literacy demands of standards-based curriculum materials: A site for teachers’ learning]]
# [[McDuffie & Mather (2009)|Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project]]
# [[Drake & Sherin (2009)|Developing curriculum vision and trust: Changes in teachers’ curriculum strategies]]
# [[Jaworski (2009)|Part V commentary: Development of teaching through research into teachers’ use of mathematics curriculum materials and relationships between teachers and curriculum]]
# [[Davenport (2009)|Part V commentary: What does it take to learn from and through curriculum materials?]]
 
== Metadata ==
 
=== APA ===
 
Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and classroom instruction (p. 375). New York, NY: Routledge.
 
=== BibTeX ===
<pre>
<pre>
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@article{Ramirez2012,
address = {New York, NY},
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
doi = {10.1080/17470218.2011.616214},
pages = {375},
journal = {The Quarterly Journal of Experimental Psychology},
publisher = {Routledge},
number = {3},
title = {{Mathematics teachers at work: Connecting curriculum materials and classroom instruction}},
pages = {474--487},
year = {2009}
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},
</pre>
volume = {65},
 
year = {2012}
<pre>
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editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
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year = {2009}
}
}
</pre>
</pre>


[[Category: Books]]
[[Category:Journal Articles]]
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Category:2012]]
[[Category:Elementary Mathematics]]
[[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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