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Solving math problems: Where and why does the solution process go astray?

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Abstract

This article describes a model of adaptable learning which takes account of the interaction between affective and cognitive variables in learning situations. In addition, an instrument for measuring the relevant aspects of this model is introduced. We present some initial results of the application of this instrument in the domain of mathematics learning by students in the final year of primary education. Emphasis is placed on differences between boys and girls.

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Authors and Affiliations

  1. Centre for the Study of Education and Instruction, Leiden University, P.O. Box 9555, 2300 RB, Leiden, The Netherlands

    Monique Boekaerts, Gerard Seegers & Harriet Vermeer

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  1. Monique Boekaerts
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  2. Gerard Seegers
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  3. Harriet Vermeer
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Boekaerts, M., Seegers, G. & Vermeer, H. Solving math problems: Where and why does the solution process go astray?. Educ Stud Math 28, 241–262 (1995). https://doi.org/10.1007/BF01274175

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