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Anastasia Efklides Anastasia Kourkoulou Frosso Mitsiou Despina Ziliaskopoulou 《Metacognition and Learning》2006,1(1):33-49
The present study aimed at identifying the effects of mood treatment, personality factors, and metacognitive knowledge of
effort–i.e., conceptualization of effort and perceptions of effort regulation–on metacognitive experiences of students, particularly
on their reported feeling of difficulty and estimate of effort. The sample comprised 474 students of 5th and 7th grade of
both genders. The participants were tested in two phases. In the first phase, they were asked to respond to questionnaires
measuring (a) metacognitive knowledge of effort, (b) maths self-concept, (c) goal orientations, and (d) a test of maths ability.
In the second phase, participants were subjected to mood treatment–neutral, positive, and negative– and were asked to solve
a mathematical problem. They also rated their prospective metacognitive experiences before solving the problem and the retrospective
ones after solving it. Mood treatment interacted with gender in the case of performance but it had no effect on metacognitive
experiences. A series of regression analyses showed that positive mood, personality factors, and feeling of difficulty predicted
the prospective estimate of effort. Only feeling of difficulty and performance predicted the retrospective estimate of effort.
No effect of metacognitive knowledge of effort on estimate of effort was found. 相似文献
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There is a growing expectation that schoolteachers should not only act as educators by delivering the national curriculum, but also be more involved as tier one mental health professionals. In this role they are expected to assume some responsibility in the early identification of children's mental health problems and to refer these children for appropriate support as required [NHS Health Advisory Service. (1995). Together we stand: The commissioning, role and management of child and adolescent mental health services. London, UK: HMSO]. In this paper, we examine teachers’ experiences in light of these expectations and in the context of greater inclusion. We undertook in-depth interviews, to explore teachers’ views on competency and training in mental health management. Our findings indicate a widespread perception that teachers feel inadequately prepared to manage pupils with mental health needs. The findings are discussed with reference to the changing role of the teacher, current education policy and teacher training. 相似文献
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This study investigated the effect of instruction with a cognitive tutoring software system in a remedial algebra course. The performance on algebra tasks of students who attended the experimental (cognitive tutor) and a control class was compared. The results indicated that the two groups of students were equally proficient with respect to algebraic manipulation skills. However, students who attended the experimental algebra section performed significantly better in problem solving than students in the control section. This finding suggested that the use of the cognitive tutor (a) improved students' problem‐solving abilities; (b) fostered student development of richer concepts of variable and function; and (c) improved students' procedural abilities in approaching and carrying through mathematical analyses of relatively complex situations. 相似文献
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Chrissavgi Triantafillou Vasiliki Spiliotopoulou Despina Potari 《International Journal of Science and Mathematics Education》2016,14(4):681-699
The present study explores reasoning and argumentation in Greek mathematics and physics texts in specific topics related to the notion of periodicity. In our study, argumentation is taken as the sequence of the modes of reasoning (MsoR) that an author develops in a text when organizing and presenting new knowledge. Inductive content analysis was applied on 71 thematic units taken from 4 mathematics and 4 physics textbooks, and a coding system of categories and subcategories of MsoR was produced. Our analysis discerned 4 main categories of MsoR: empirical, logical-empirical, nomological, and mathematical; we argue that each mode of reasoning (MoR) plays a different role in conceptualizing aspects of periodicity. Analysis of the sequence of MsoR in two thematic units raised pragmatic considerations on the text understanding in relation to the scientific argumentation discourse and highlights ontological differences in the two subjects when ascending from observations to generalizations. Educational implications of the findings are discussed. 相似文献
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Despina A. Stylianou 《Journal of Mathematics Teacher Education》2010,13(4):325-343
Current reform efforts call for an emphasis on the use of representation in the mathematics classroom across levels and topics.
The aim of the study was to examine teachers’ conceptions of representation as a process in doing mathematics, and their perspectives
on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle
school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have
developed working definitions of the term primarily as a product in problem solving. However, teachers’ conception of representation
as a process and a mathematical practice appears to be less developed, and, as a result, representations may have a peripheral
role in their instruction as well. Further, the data suggested that representation is viewed as a topic of study rather than
as a general process, and as a goal for the learning of only a minority of the students—the high-performing ones. Implications
for mathematics teacher education, prospective and practicing, are discussed. 相似文献
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Plousia Misailidi Despina Papoudi Andreas Brouzos 《Early education and development》2013,24(8):1161-1174
The study focuses on the mental state language kindergarten teachers use when narrating picture stories. The aims were to examine (a) individual differences in the frequency with which kindergarten teachers use mental state terms, (b) the types of mental state terms (e.g., emotion, desire, belief terms) teachers use most frequently, and (c) the effect that the content of the story to be narrated has on teachers’ use of mental state language. A total of 38 kindergarten teachers took part in the study. Participants were asked to narrate a familiar picture story and six short illustrated stories that fell into one of two categories: behavioral or mentalistic. Behavioral stories emphasized the story characters’ actions, whereas mentalistic stories emphasized the story characters’ mental states. Research Findings: The results showed a significant variation in kindergarten teachers’ use of mental state terms. Moreover, teachers used significantly more cognitive state terms than terms expressing other mental states (e.g., emotions and desires). The content of the picture story (behavioral, mentalistic) was not found to have an effect on teachers’ use of mental state language. Practice or Policy: Implications of these findings for educators are discussed. 相似文献
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Alexia Achtypi Karen K. Guldberg Despina Papoudi 《British Journal of Special Education》2023,50(2):238-257
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom's West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools' computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott's concept of e-inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use. 相似文献