Abstract
Any good mathematics teacher would be quick to point out that students’ success or failure in solving a problem often is as much a matter of self-confidence, motivation, perseverance, and many other noncognitive traits, as the mathematical knowledge they possess. Nevertheless, it is safe to say that the overwhelming majority of problem-solving researchers have been content to restrict their investigations to cognitive aspects of performance. Such a restricted posture may be natural for psychologists and artificial intelligence scientists who are concerned primarily with expert systems or machine intelligence, but it simply will not suffice for the study of problem solving in school contexts.
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Lester, F.K., Garofalo, J., Kroll, D.L. (1989). Self-Confidence, Interest, Beliefs, and Metacognition: Key Influences on Problem-Solving Behavior. In: McLeod, D.B., Adams, V.M. (eds) Affect and Mathematical Problem Solving. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3614-6_6
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DOI: https://doi.org/10.1007/978-1-4612-3614-6_6
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