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Article de revue:
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ID no. (ISBN etc.): 0938-8982
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Clé de citation BibTeX: vanGarderen2003
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van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:06 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:18:00
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Catégories: Apprentissage mathématiques, Full text, Résolution de problèmes
Descripteurs: Ability Level, Achievement, average achievers, Elementary School Students, Gifted, gifted students, imagery, LEARNING disabilities, mathematical problem solving, MATHEMATICS, problem solving, Students, visual imagery, visual-spatial representation, Visuospatial Ability
Auteurs: van Garderen, Montague
Collection: Learning Disabilities Research & Practice
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Nombre de vues: 372
Popularité: 33.94%
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Résumé
The purpose of this study was to investigate students' use of visual imagery while solving mathematical problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade (N = 66) participated in this study. Students were assessed on measures of mathematical problem solving and visual-spatial representation. Visual-spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places, or things described in the problem. Results indicated that gifted students used significantly more visual-spatial representations than the other two groups. Students with LD used significantly more pictorial representations than their peers. Successful mathematical problem solving was positively correlated with use of schematic representations; conversely, it was negatively correlated with use of pictorial representations. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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