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Babai, Reuven; Brecher, Tali; Stavy, Ruth; Tirosh, Dina – International Journal of Science and Mathematics Education, 2006

One theoretical framework which addresses students' conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students' reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common…

Descriptors: Reaction Time, Probability, Mathematics Instruction, Thinking Skills

Lahav, Orly; Babai, Reuven – Journal of Visual Impairment & Blindness, 2018

Structured abstract: Introduction: Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the…

Descriptors: Problem Solving, Geometry, Intuition, Interference (Learning)

Babai, Reuven; Nattiv, Laura; Stavy, Ruth – ZDM: The International Journal on Mathematics Education, 2016

Students' difficulties in mathematics and science may stem from interference of irrelevant salient variables. We focus on the comparison of perimeters task, in which area is the irrelevant salient variable. A previous fMRI brain-imaging study related to the comparison of perimeters task suggested that increasing the level of salience of the…

Descriptors: Comparative Analysis, Academic Achievement, Mathematics, Mathematics Instruction

Babai, Reuven; Eidelman, Rachel Rosanne; Stavy, Ruth – International Journal of Science and Mathematics Education, 2012

Many students encounter difficulties in science and mathematics. Earlier research suggested that although intuitions are often needed to gain new ideas and concepts and to solve problems in science and mathematics, some of students' difficulties could stem from the interference of intuitive reasoning. The literature suggests that overcoming…

Descriptors: Reaction Time, Inhibition, Science Education, Mathematics Education

Babai, Reuven; Shalev, Enav; Stavy, Ruth – ZDM: The International Journal on Mathematics Education, 2015

Students' difficulties in mathematics and science may stem from interference of the task's salient irrelevant variables. Here, we focus on a comparison of perimeters task, in which the area is the irrelevant salient variable. In congruent trials (no interference), accuracy is higher and reaction time is shorter than in incongruent trials (area…

Descriptors: Intervention, Interference (Learning), Brain Hemisphere Functions, Grade 6

Babai, Reuven; Zilber, Hanna; Stavy, Ruth; Tirosh, Dina – International Journal of Science and Mathematics Education, 2010

This study investigates the effect on student performance in drawing their attention to relevant task variables, focusing on accuracy of responses and reaction times. We chose this methodology in order to better understand how such interventions affect the reasoning process. The study employs a geometry task in which the irrelevant salient…

Descriptors: Intervention, Grade 8, Reaction Time, Geometry