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Movshovitz-Hadar, Nitsa; Hadass, Rina – Educational Studies in Mathematics, 1990
Reported is a naturalistic study of the role of mathematical paradoxes in the preservice education of high school mathematics teachers. Findings indicate that the model of resolving paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive…
Descriptors: Cognitive Development, Cognitive Dissonance, Cognitive Structures, Higher Education
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Kaeley, Gurcharn S. – Educational Studies in Mathematics, 1990
Investigated was the influence of socioeconomic status, entry style, and instructional variables on postsecondary mathematics performance of students in New Guinea. The pattern of results indicated that the performance of students could be more meaningfully grouped based on entry style rather than on mode of instruction. (Author/CW)
Descriptors: College Mathematics, Foreign Countries, Higher Education, Mathematics Achievement
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D'Ambrosio, Beatriz S.; Campos, Tania Maria Mendonca – Educational Studies in Mathematics, 1992
Reports a study to investigate the extent to which research experience of designing and conducting their own study could enhance five preservice teachers' understanding of children's knowledge of the mathematical concept of fractions. Results indicated that research experience is fruitful in developing an inquisitive disposition in preservice…
Descriptors: Cognitive Restructuring, Cognitive Structures, Elementary Education, Experiential Learning
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Fidelman, Uri – Educational Studies in Mathematics, 1985
Varying approaches to mathematics were raised in a Philosophy of Mathematics course. Students were asked which foundational schools they preferred and these preferences were compared with scores on hemispheric tests. The results indicate that preferences may be related to the brain's hemispheres. (MNS)
Descriptors: Cognitive Processes, College Mathematics, Educational Philosophy, Educational Research
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Markovits, Henry – Educational Studies in Mathematics, 1986
College students were given two paper-and-pencil conditional reasoning tests, one week apart, in varying order. The three problems on each test were presented either verbally or with line drawings as concrete referents. Performance was significantly poorer on the problems with drawings. (MNS)
Descriptors: Audiovisual Aids, Cognitive Development, College Mathematics, Educational Research