“I am more of a visual learner”: The disciplinary values and identities in school mathematics learning and group work

Takeuchi, Miwa Aoki; Liu, Shimeng

doi:10.1016/j.jmathb.2020.100835

Cited by 2 publications

(1 citation statement)

References 40 publications

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“…Student interaction in small groups can help them gain more conceptual understanding [15]. Besides, students also negotiate with themselves through their dialogue in group discussions concerning mathematics problems [16], [17]. Unfortunately, dialogue between peers to learn mathematics tends to be a monologue.…”

Section: Literature Reviewmentioning

confidence: 99%

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Firmansyah¹,

Sa’dijah²,

Subanji³

et al. 2022

TEM Journal

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Group discussions can help students have a more effective problem-solving process because students exchange ideas and understand the provided problems. Accuracy in solving problems can be observed from students' knowledge and metacognition. This study used the descriptive qualitative approach to describe the characterization of students' metacognition during their interactions in positioning expert students, facilitators, and beginners. Problemsolving in group discussions is very helpful in bringing up students' metacognitive activities because they do not use only self-metacognitive but also social metacognitive.

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Section: Literature Reviewmentioning

confidence: 99%

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Firmansyah¹,

Sa’dijah²,

Subanji³

et al. 2022

TEM Journal

View full text Add to dashboard Cite

show abstract

Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential

Sun,

Norton,

Nancekivell

2023

npj Sci. Learn.

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Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.

show abstract

“I am more of a visual learner”: The disciplinary values and identities in school mathematics learning and group work

Cited by 2 publications

References 40 publications

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential

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