id: 06271458
dt: j
an: 2014c.00463
au: Blanco, Lorenzo J.; Guerrero Barona, Eloisa; Caballero Carrasco, Ana
ti: Cognition and affect in mathematics problem solving with prospective
teachers.
so: Math. Enthus. 10, No. 1-2, 335-364 (2013).
py: 2013
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D59 C39 C29
ut: problem solving; teaching; affective variables; affective domain; beliefs;
student attitudes; emotions; preservice teacher education; heuristics;
problem solving strategies; research; self concept
ci:
li: http://www.math.umt.edu/tmme/vol10no1and2/13-Blanco-et%20al_pp335_364.pdf
ab: Summary: Recent studies relating the affective domain with the teaching and
learning of mathematics, and more specifically with mathematics problem
solving, have focused on teacher education. The authors of these
studies have been ever more insistently pointing to the need to design
educational programs that take an integrated cognitive and affective
approach to mathematics education. Given this context, we have designed
and implemented a program of intervention on mathematics problem
solving for prospective primary teachers. We here describe some results
of that program.
rv: