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Understanding Student Knowledge and Task Difficulty in Mathematics
Tue, April 26, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Research in Mathematics Education Virtual Roundtable Session RoomSession Type: Roundtable Session
Abstract
This roundtable explores students’ mathematics learning in relation to their dispositions and task attributes.
Sub Unit
Chair
Papers
Examining Students' Progression of Variational, Covariational, and Multivariational Reasoning - Nicole Panorkou, Montclair State University; Toni York, Montclair State University; Erell Germia, Montclair State University; Youngjun Kim, Montclair State University
Is Students' Conceptual and Procedural Fraction Knowledge Content Domain-Specific? - Katja Lenz; Frank Reinhold, Pädagogische Hochschule Freiburg; Gerald Wittmann
How Math Anxiety Influences Challenging Math Problem-Solving Behaviors Under Different Autonomy Support Conditions: An Experiment - Yurou Wang, The Univeristy of Alabama; Jihong Zhang, The University of Iowa
Mindsets and Math Task Difficulty Preference Among Finnish Elementary School Students - Ita Puusepp, University of Helsinki; Tanja linnavalli, University of Helsinki; Sonja Laine, University of Helsinki; Elina Kuusisto, Tampere universities; Kirsi A. Tirri, University of Helsinki
The Effect of Task Attributes on the Difficulty of Mathematical Modeling Problems Difficulty - Dominik Leiss, Leuphana University - Lueneburg; Timo Ehmke, Leuphana University - Lüneburg