Daniel Doz (2 results)
The Relationship Between Students᾿ Attitudes Towards Problem-Solving and Their Achievements in Mathematics,
Sandra MrÅ¡nik / Majda CenciÄ / Daniel Doz / Darjo Felda / Mara CotiÄ
- Softcover
- First Edition
Seller: Verlag Dr. Kovac GmbH, Hamburg, GermanyVerlag Dr. Kovac GmbH
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Softcover. Condition: neu. 1. Auflage. - in englischer Sprache - Studien zur Schulpädagogik, Band 95 124 pages. Different learning theories have attributed great importance to problem solving, but the perception of what influences the problem solving and what problem solving is really about differed significantly between theori…es. From the conception that only the reproduction of learned procedures is important for problem solving, to concepts advocating that the acquired specific knowledge suffices, that problem solving strategy is crucial, that automated mental skills play an important role, and to more complex concepts pointing out that the key is in the mere problem solving process where a student directs their thinking, operation and focus and evaluation of their own thinking. Also, the conception of the role of a teacher in problem solving has considerably changed: from a teacher 'teaching" students to solve problems, to the understanding that they only provide support with appropriate questions and direct the students" thinking. We wanted to explore influences on the achievements of students in the fourth grade of primary school in problem solving. Attitudes are often a phenomenon studied in teaching research, since they allow for an interpretation of relatively consistent ways of human behaviour and their forecasting. This is why we explored the attitudes of students towards problem solving in mathematics. The purpose of the study was to determine the achievements of students at different levels of knowledge in mathematics and impact of attitudes on these achievements. In our work we prove that there is a correlation between the attitudes of the students towards problem solving and their achievements. We investigated whether attitudes impact students" achievements on different levels of knowledge. We showed that there are no statistically significant impacts, at the level of the basic conceptual knowledge, however at the level of procedural knowledge, negative attitude adversely affects the achievements of students, while positive attitudes have a positive impact. Similarly, at the level of problem-based knowledge, a negative attitude adversely affects the view of students on problem solving, while positive attitudes have positive impact. The results indicate the need to develop and promote a positive attitude towards problem solving. It is also necessary to organise a learning environment which promotes cooperation among students and allows peer learning. In addition, learning situations, when students describe the problem-solving process, explain the way to solution and justify it, are encouraging a deep understanding of the problems and therefore lead to higher achievements in problem solving.
- Softcover
- First Edition
Seller: Verlag Dr. Kovac GmbH, Hamburg, GermanyVerlag Dr. Kovac GmbH
Contact seller5-star sellerCondition: New
US$ 95.01
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Softcover. Condition: neu. 1. Auflage. - in englischer Sprache - Didaktik in Forschung und Praxis, Band 128 168 pages. Educational assessment is a central yet persistently contested component of educational systems worldwide. It plays a decisive role in shaping instructional practices, guiding educational policy, certifying achi…evement, and influencing learners" academic trajectories and self-perceptions. Despite its centrality, assessment remains fraught with conceptual, methodological, and ethical challenges. One of the most enduring problems concerns the tension between the inherently complex, gradual, and context-dependent nature of learning and the widespread reliance on assessment systems that reduce performance to crisp scores, rigid categories, or binary decisions. In response to these challenges, researchers and practitioners have explored alternative assessment paradigms that better reflect the complexity of learning processes. Among these, fuzzy logic has emerged as a particularly promising theoretical and methodological framework. Originally introduced by Zadeh (1965) to model vagueness and imprecision in human reasoning, fuzzy logic extends classical set theory by allowing degrees of membership rather than strict inclusion or exclusion. The relevance of fuzzy logic to educational assessment lies in its capacity to model gradual transitions, borderline cases, and multi-criteria judgments in a mathematically rigorous yet conceptually flexible way. Educational judgments are rarely absolute; teachers routinely evaluate student work using qualitative descriptors, professional judgment, and contextual information. Fuzzy logic provides a formal mechanism for translating such judgments into systematic assessment models without forcing artificial precision or unjustified dichotomies. This book aims to provide a comprehensive and theoretically informed exploration of fuzzy logic in educational assessment. It brings together foundational theory, methodological approaches, empirical applications, and critical reflections to offer readers a deep understanding of how fuzzy logic can be used to rethink assessment in education. By situating fuzzy assessment models within broader debates on learning, measurement, and educational quality, the book seeks to contribute not only to technical innovation but also to the ongoing re-conceptualization of what it means to assess learning in complex educational systems.
