Are types of memory critical for student's success in tests of discrete mathematics?

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F11%3A43865390" target="_blank" >RIV/62690094:18450/11:43865390 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1016/j.sbspro.2011.11.329" target="_blank" >http://dx.doi.org/10.1016/j.sbspro.2011.11.329</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.sbspro.2011.11.329" target="_blank" >10.1016/j.sbspro.2011.11.329</a>

Result language
angličtina
Original language name
Are types of memory critical for student's success in tests of discrete mathematics?
Original language description
Neither the knowledge type tested (semantic or procedural knowledge) nor students` preference for learning semantic or procedural knowledge has any major impact on the results of mathematic knowledge tests. The student`s relation to the subject is of more importance. These results were obtained from analyzing tests in Discrete Mathematics in terms of the type of task and the student cognitive style (N=151). Psychological memory theory (Cirino, Morris, Morris, 2007) is the theoretical basis for task typology whereas the cognitive style theory applied to teaching mathematics (Rittle-Johnson, Star, 2007) is the theoretical basis for student typology. The analysis was carried out under real learning conditions that make students concerned with test results.
Czech name
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Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2011
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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