On the basis of the principle of modern psychology and education,according to the characteristics of learning mathematics,the authors systematically analyse the structure of the mathematical learning motivation,process of cultivation and activation of learning motivation,and elaborate its definition, function, effect on teaching and learning mathematics, tactics of cultivation and activation, etc.
The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective.
Result shows that this teaching model plays a vital role in arousing students' interest in mathematics, improving their ability to pose problems and upgrading their mathematics learning ability as well.
From formal standards to everyday practice of mathematics learning
The participation of students in processes of collective argumentation is seen as a fundamental condition for enabling mathematics learning in classroom settings.
Within this project a new mathematics learning software has been developed.
As part of a large scale mathematics study, students were asked to make up a mathematics problem that would be difficult for a friend to solve.
The present study utilised the Second IEA Mathematics Study data (N=5644) to examine which of the ten measured attitude dimensions are pertinent in explaining mathematics achievement variance of Form One students in Hong Kong.
Data were collected using a part of the Teacher General Classroom Process Questionnaire (Grade 8) of the Second IEA Mathematics Study.
Elementary Teacher Talk in Mathematics Study Groups
The trialledscales complement others already developed thatreflect affective variation in students'mathematics study.