Investigating Relations between Ability, Preference, and Calculus Performance
Saved in:
| Title: | Investigating Relations between Ability, Preference, and Calculus Performance |
|---|---|
| Language: | English |
| Authors: | Haciomeroglu, Erhan Selcuk, Chicken, Eric |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2011 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2011 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Mathematics Skills, Preferences, Mathematical Logic, Calculus, Mathematics Instruction, Cognitive Style, Cognitive Ability, Mathematics Achievement, Advanced Placement Programs, High School Students, Secondary School Mathematics, Spatial Ability, Cognitive Tests, Correlation |
| Geographic Terms: | Florida |
| Assessment and Survey Identifiers: | Kit of Reference Tests for Cognitive Factors |
| Abstract: | The goal of the present study was to report an instrument designed to determine students' mathematical performances and preference for visual or analytic thinking for the calculus derivative and antiderivative tasks as well as examine the relationships among students' cognitive style, cognitive ability, and mathematical performance in calculus. Data were collected from 150 Advanced Placement calculus students. The results suggest that the instrument is measuring an important component of cognition and has the potential to be a measure of performance and preference for visual thinking in calculus. [For the complete proceedings, see ED585874.] |
| Abstractor: | As Provided |
| Number of References: | 27 |
| Entry Date: | 2018 |
| Accession Number: | ED585948 |
| Database: | ERIC |
| Abstract: | The goal of the present study was to report an instrument designed to determine students' mathematical performances and preference for visual or analytic thinking for the calculus derivative and antiderivative tasks as well as examine the relationships among students' cognitive style, cognitive ability, and mathematical performance in calculus. Data were collected from 150 Advanced Placement calculus students. The results suggest that the instrument is measuring an important component of cognition and has the potential to be a measure of performance and preference for visual thinking in calculus. [For the complete proceedings, see ED585874.] |
|---|
