Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics.
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| Title: | Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics. |
|---|---|
| Language: | English |
| Authors: | Owens, Kay, Perry, Bob, Conroy, John, Howe, Peter, Geoghegan, Noel |
| Source: | Educational Studies in Mathematics. Feb 1998 35(2):105-127. |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 1998 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Adults, Affective Measures, Constructivism (Learning), Higher Education, Learning Theories, Mathematics Instruction, Questionnaires, Student Attitudes, Teaching Methods |
| ISSN: | 0013-1954 |
| Abstract: | Reports on important learning processes that emerged during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. Concludes that affective processes precipitated students' responsiveness, modifying the immediate learning context which influenced student thinking, creating a snowball effect on learning and affect. Contains 17 references. (Author/ASK) |
| Entry Date: | 1998 |
| Accession Number: | EJ560124 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGFWnDkc4fv4PndtXgMZw37AAAA4DCB3QYJKoZIhvcNAQcGoIHPMIHMAgEAMIHGBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDy7x3FLjV6YUj1lfAIBEICBmEL8bAZbIX-WxrQ2qcMox6mERh1Z-nw_9HbVoT6nQ5GlNHmBuTJrrfRCJo1S5h-hixuDKmEobtjQFtDru2D2T58fJobbzabUF1J007NVV412RumiEwVCrzLEgyS0KajFRwP_oOEH939YSSP9X_vPxpQRzWJ9wmGgZYbiKpdLauFEFaA0AaUJfQxYITIzvCCJi44d_Vs5kwKn Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ560124 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Owens%2C+Kay%22">Owens, Kay</searchLink><br /><searchLink fieldCode="AR" term="%22Perry%2C+Bob%22">Perry, Bob</searchLink><br /><searchLink fieldCode="AR" term="%22Conroy%2C+John%22">Conroy, John</searchLink><br /><searchLink fieldCode="AR" term="%22Howe%2C+Peter%22">Howe, Peter</searchLink><br /><searchLink fieldCode="AR" term="%22Geoghegan%2C+Noel%22">Geoghegan, Noel</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Studies+in+Mathematics%22"><i>Educational Studies in Mathematics</i></searchLink>. Feb 1998 35(2):105-127. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 1998 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0013-1954 – Name: Abstract Label: Abstract Group: Ab Data: Reports on important learning processes that emerged during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. Concludes that affective processes precipitated students' responsiveness, modifying the immediate learning context which influenced student thinking, creating a snowball effect on learning and affect. Contains 17 references. (Author/ASK) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: EJ560124 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ560124 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 105 Subjects: – SubjectFull: Adults Type: general – SubjectFull: Affective Measures Type: general – SubjectFull: Constructivism (Learning) Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Learning Theories Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Owens, Kay – PersonEntity: Name: NameFull: Perry, Bob – PersonEntity: Name: NameFull: Conroy, John – PersonEntity: Name: NameFull: Howe, Peter – PersonEntity: Name: NameFull: Geoghegan, Noel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1998 Identifiers: – Type: issn-print Value: 0013-1954 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
| ResultId | 1 |
