Article de revue: ID no. (ISBN etc.):  01443410 Clé de citation BibTeX:  Panaoura2009
Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2009). The structure of students' beliefs about the use of representations and their performance on the learning of fractions. Educational Psychology, 29(6), pp. 713–728.
Ajoutée par: Lynda Taabane 2009-10-16 09:15:27
 B  
Catégories: Résolution de problèmes mathématiques
Descripteurs: cognitive development, COGNITIVE learning, DATA analysis, EDUCATION, Factor Analysis, MATHEMATICS -- Study & teaching, Primary, Secondary, SELF-efficacy, SYMMETRY (Mathematics)
Auteurs: Deliyianni, Elia, Gagatsis, Panaoura
Collection: Educational Psychology

Nombre de vues:  233
Popularité:  21.84%

 
Résumé
Cognitive development of any concept is related with affective development. The present study investigates students' beliefs about the use of different types of representation in understanding the concept of fractions and their self-efficacy beliefs about their ability to transfer information between different types of representation, in relation to their performance on understanding the concept. Data were collected from 1701 students in Grade Five to Grade Eight. Results revealed that multiple-representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self-efficacy beliefs about using them constructed an integrated model with strong interrelations in the different educational levels. Confirmatory factor analysis affirmed the existence of differential effects of multiple-representation flexibility and problem-solving ability in respect to cognitive performance and the existence of general beliefs and self-
Ajoutée par: Lynda Taabane

 
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