Difference between pages "Stein, Grover, & Henningsen (1996)" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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<span style="font-size: large">''Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms''</span>
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
__NOTOC__
__NOTOC__
The article ''Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms'' was written by [[Mary Kay Stein]], [[Barbara Grover]], and [[Marjorie Henningsen]] and published in the [[American Educational Research Journal]] in 1996. The article is available from Sage Publications at [http://aer.sagepub.com/content/33/2/455 http://aer.sagepub.com/content/33/2/455].
* 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 focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used during reform-oriented instruction was analyzed in terms of (a) task features (number of solution strategies, number and kind of representations, and communication requirements) and (b) cognitive demands (e.g., memorization, the use of procedures with [and without] connections to concepts, the "doing of mathematics"). The findings suggest that teachers were selecting and setting up the kinds of tasks that reformers argue should lead to the development of students' thinking capacities. During task implementation, the task features tended to remain consistent with how they were set up, but the cognitive demands of high-level tasks had a tendency to decline. The ways in which high-level tasks declined as well as factors associated with task changes from the set-up to implementation phase were explored.
 
== Outline of Article Headings ==
 
* Conceptual Framework
** Mathematical Tasks
** Task Set Up and Implementation
* Methodology
** Data Sources
** Sampling Procedure
** Coding
** Analysis Procedures
* Results
** Description of Mathematical Tasks
** Task Set Up
** Task Implementation
** Factors Associated With How High-Level Tasks Were Implemented
* Discussion
** Instruction in Project Classrooms: Implications for Reform
** Implications for Research
 
== About ==
 
=== Mendeley ===
 
[http://www.mendeley.com/catalog/building-student-capacity-mathematical-thinking-reasoning-analysis-mathematical-tasks-used-reform-cl/ http://www.mendeley.com/catalog/building-student-capacity-mathematical-thinking-reasoning-analysis-mathematical-tasks-used-reform-cl/]
 
=== APA ===
 
Stein, M. K., Grover, B. W., & Henningsen, M. A. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488. doi:10.3102/00028312033002455
 
=== 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{Stein1996,
@article{Ramirez2012,
author = {Stein, Mary Kay and Grover, Barbara W. and Henningsen, Marjorie A.},
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.3102/00028312033002455},
doi = {10.1080/17470218.2011.616214},
journal = {American Educational Research Journal},
journal = {The Quarterly Journal of Experimental Psychology},
number = {2},
number = {3},
pages = {455--488},
pages = {474--487},
title = {{Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms}},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://aer.sagepub.com/content/33/2/455.short},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {33},
volume = {65},
year = {1996}
year = {2012}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:American Educational Research Journal]]
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Category:1996]]
[[Category:2012]]
[[Category:Curriculum Use]]
[[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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