Please wait, while we are loading the content...
Please wait, while we are loading the content...
| Content Provider | Springer Nature Link |
|---|---|
| Author | Große, Cornelia S. |
| Copyright Year | 2014 |
| Abstract | Applying mathematics to real problems is increasingly emphasized in school education; however, it is often complained that many students are not able to solve mathematical problems embedded in contexts. In order to solve story problems, a transition from a textual description to a mathematical notation has to be found, intra-mathematical calculations have to be performed, and the results have to be interpreted with respect to the described situation. On the one hand, it is often suggested to consider problems which are embedded in a context from the very beginning; on the other hand, step-by-step procedures at the beginning of learning processes are widely proposed. In the present work, it was tested experimentally whether starting a learning process in a “pure” intra-mathematical way (thus, without a textual description of a context) is more beneficial than starting a learning process with problems providing a very short context or with problems providing a detailed context, both with respect to objective measures and with respect to subjective measures. The results indicate that starting with intra-mathematical problems and starting with detailed story problems can both be very effective; however, interaction effects with prior knowledge have to be taken into account. With respect to motivational aspects, the results indicate that intra-mathematical problems and focused story problems are substantially more appreciated by the learners than detailed story problems. |
| Starting Page | 619 |
| Ending Page | 634 |
| Page Count | 16 |
| File Format | |
| ISSN | 02562928 |
| Journal | European Journal of Psychology of Education |
| Volume Number | 29 |
| Issue Number | 4 |
| e-ISSN | 18785174 |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2014-05-01 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Mathematics learning Story problems Translation between reality and mathematics Educational Psychology Pedagogic Psychology |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Developmental and Educational Psychology |
National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT). Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.
Learn more about this project from here.
NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.
Ministry of Education, through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.
| Sl. | Authority | Responsibilities | Communication Details |
|---|---|---|---|
| 1 | Ministry of Education (GoI), Department of Higher Education |
Sanctioning Authority | https://www.education.gov.in/ict-initiatives |
| 2 | Indian Institute of Technology Kharagpur | Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project | https://www.iitkgp.ac.in |
| 3 | National Digital Library of India Office, Indian Institute of Technology Kharagpur | The administrative and infrastructural headquarters of the project | Dr. B. Sutradhar bsutra@ndl.gov.in |
| 4 | Project PI / Joint PI | Principal Investigator and Joint Principal Investigators of the project |
Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon |
| 5 | Website/Portal (Helpdesk) | Queries regarding NDLI and its services | support@ndl.gov.in |
| 6 | Contents and Copyright Issues | Queries related to content curation and copyright issues | content@ndl.gov.in |
| 7 | National Digital Library of India Club (NDLI Club) | Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach | clubsupport@ndl.gov.in |
| 8 | Digital Preservation Centre (DPC) | Assistance with digitizing and archiving copyright-free printed books | dpc@ndl.gov.in |
| 9 | IDR Setup or Support | Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops | idr@ndl.gov.in |
|
Loading...
|