In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy x Value in regression-type models typically plays no major role in educational psychology. The present study…

Describes a college geometry course centered around challenging, open-ended problems that invite students to draw upon their experiences and share their understandings. Includes discussion of sample problems; writing assignments; classroom dialog; student comments and insights about geometry, mathematics, and themselves and mathematics; and…

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

Discusses an investigative, constructivist approach in the context of undergraduate mathematics, with particular reference to pure mathematics, general aims and objectives, assessment strategies, and problems of supervision that affect tutors and lecturers using this approach. Gives students' views on their experiences in this mode of working. (19…

The general question examined by this study was whether the tendency of subjects to ignore the known score in giving the best guess for a sample mean was due to a descriptive heuristic such as representativeness or to a mechanistic one such as active balancing. Two experiments were conducted. In Experiment 1, subjects estimated: (1) the mean of a…

A structural model exploring relationships between ability, beliefs about mathematics, and achievement in remedial college mathematics is presented. In this study (n=236 students), previous mathematics skills were significantly related to beliefs, but beliefs were unrelated to final course grade for males. Conversely, beliefs about mathematics…

Reports on mathematics myths held by a group of preservice elementary school teachers. Describes some math myths surveyed. Discusses ways to change beliefs about mathematics and issues related to beliefs. (YP)

Presents perspectives from students and teachers about project work in mathematics. Presents a theoretical framework consisting of problem-centered studies, interdisciplinarity, participant-directed studies, and the exemplarity principle. Contrasts theoretical conceptions with practice. (MKR)

The paper discusses the affective influences on students of problem solving instruction using computers, and the relationship of affective influences to student belief systems. It reviews affective issues and problem solving, and analyzes affect with particular reference to the work of G. Mandler. The paper considers types of congnitive processes,…

The Proceedings of PME-XVIII have been published in four separate volumes because of the large number of individual conference papers reported. Volume I contains brief reports for 11 Working Groups and 8 Discussion Groups, 55 "Short Oral Communications," 28 Posters, 5 Plenary Panel reports, and 4 Plenary Session reports. Volume II…