Asset Details
Do you wish to reserve the book?
The Content Specificity and Generality of the Relationship between Mathematical Problem Solving and Affective Factors
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
The Content Specificity and Generality of the Relationship between Mathematical Problem Solving and Affective Factors
Do you wish to request the book?
The Content Specificity and Generality of the Relationship between Mathematical Problem Solving and Affective Factors
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
The Content Specificity and Generality of the Relationship between Mathematical Problem Solving and Affective Factors
2022
Overview
Research has revealed that both cognitive factors, such as knowledge, problem solving strategies and affective factors, such as motivation and emotions, strongly influence mathematical problem solving. However, few studies have examined the content specificity and generality of the relationship between mathematical problem solving and affective factors. This study examines the content specificity and generality of the relationship between mathematical problem solving, task value, math anxiety and engagement among high school students. Japanese second-year high school students (n = 240) completed questionnaires. The multilevel structural equation modelling revealed that utility value for entrance examinations and emotional engagement positively affected mathematical problem solving via cognitive engagement between various contents level. Emotional engagement positively affected mathematical problem solving via cognitive engagement within a certain content level. The results suggest that promoting the perception that learning mathematics has high utility value for university entrance examinations across various contents can increase students’ cognitive engagement and, therefore, improve mathematical problem solving. Furthermore, both increasing students’ emotional engagement only when they learn certain content and consistently increasing it may improve cognitive engagement and, therefore, allow learners to better solve mathematical problems. The study’s findings have significant implications for educational practice and mathematical problem-solving research.
Publisher
MDPI AG
Subject
