Renowned scholars of both home and abroad have never neglected the function of visual-spatial ability, which is an important component of human intellectual structure, in mathematics study and never neglected the value of spatial factors in mathematics study and psychological research in recent years.
This paper attempts to investigate the mathematical learning content of pupils in the second learning moment of fulltime compulsory education, exhibit the question of pupils study in mathematical learning content.
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.