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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2011

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Procedia - social and behavioral sciences

ISSN

1877-0428

e-ISSN

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Svazek periodika

2011

Číslo periodika v rámci svazku

29

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

5

Strana od-do

964-968

Kód UT WoS článku

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EID výsledku v databázi Scopus

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