| Attributes | Values |
|---|
| rdf:type
| |
| rdfs:seeAlso
| |
| Description
| - Mathematical knowledge can be distinguished into two types of curriculum, depending on evoked type of memory: the semantic memory and procedural memory. We assume that there are two boundary types of students: one preferring semantic memory learning and second preferring procedural memory learning. The aim of this study was to determine whether it is possible to identify two types of students based on the subjective assessment of difficulty .There are presented partial results of the project REFIMAT in this article.Can be students divided into several clusters based on their subjective assessment of difficulty of two types of curriculum? Do these clusters correspond with the expected types of memory used for two parts of curriculum? Are current results consistent with the results of previous study in subject of discreet math (Haviger, 2011)? Research method is questionnaire. Method of data analysis are descriptive analysis, cluster analysis, analysis of variance. Research sample: N=258 (2011y) + N=253 (2012y). Results: most students perceive the subject calculus as difficult or very difficult. It was founded that students can be divided into three types based on subjective assessment of difficulty. Identified types of students do not correspond with the expected two types of curriculum, depending on evoked type of memory.The research shows that Mathematics is perceived as highly difficult. This fact completely overlaps possible preferences of students to use different types of memory in subjective expressions. This result is fully consistent with the result of previous study.
- Mathematical knowledge can be distinguished into two types of curriculum, depending on evoked type of memory: the semantic memory and procedural memory. We assume that there are two boundary types of students: one preferring semantic memory learning and second preferring procedural memory learning. The aim of this study was to determine whether it is possible to identify two types of students based on the subjective assessment of difficulty .There are presented partial results of the project REFIMAT in this article.Can be students divided into several clusters based on their subjective assessment of difficulty of two types of curriculum? Do these clusters correspond with the expected types of memory used for two parts of curriculum? Are current results consistent with the results of previous study in subject of discreet math (Haviger, 2011)? Research method is questionnaire. Method of data analysis are descriptive analysis, cluster analysis, analysis of variance. Research sample: N=258 (2011y) + N=253 (2012y). Results: most students perceive the subject calculus as difficult or very difficult. It was founded that students can be divided into three types based on subjective assessment of difficulty. Identified types of students do not correspond with the expected two types of curriculum, depending on evoked type of memory.The research shows that Mathematics is perceived as highly difficult. This fact completely overlaps possible preferences of students to use different types of memory in subjective expressions. This result is fully consistent with the result of previous study. (en)
|
| Title
| - Student’s subjective difficulty of calculus curriculum
- Student’s subjective difficulty of calculus curriculum (en)
|
| skos:prefLabel
| - Student’s subjective difficulty of calculus curriculum
- Student’s subjective difficulty of calculus curriculum (en)
|
| skos:notation
| - RIV/62690094:18450/12:50000754!RIV13-MSM-18450___
|
| http://linked.open...avai/predkladatel
| |
| http://linked.open...avai/riv/aktivita
| |
| http://linked.open...avai/riv/aktivity
| |
| http://linked.open...iv/cisloPeriodika
| |
| http://linked.open...vai/riv/dodaniDat
| |
| http://linked.open...aciTvurceVysledku
| |
| http://linked.open.../riv/druhVysledku
| |
| http://linked.open...iv/duvernostUdaju
| |
| http://linked.open...titaPredkladatele
| |
| http://linked.open...dnocenehoVysledku
| |
| http://linked.open...ai/riv/idVysledku
| - RIV/62690094:18450/12:50000754
|
| http://linked.open...riv/jazykVysledku
| |
| http://linked.open.../riv/klicovaSlova
| - statistical analysis; types of memory; types of math curriculum; calculus; Mathematical knowledge (en)
|
| http://linked.open.../riv/klicoveSlovo
| |
| http://linked.open...odStatuVydavatele
| |
| http://linked.open...ontrolniKodProRIV
| |
| http://linked.open...i/riv/nazevZdroje
| - Procedia - social and behavioral sciences
|
| http://linked.open...in/vavai/riv/obor
| |
| http://linked.open...ichTvurcuVysledku
| |
| http://linked.open...cetTvurcuVysledku
| |
| http://linked.open...UplatneniVysledku
| |
| http://linked.open...v/svazekPeriodika
| |
| http://linked.open...iv/tvurceVysledku
| - Haviger, Jiří
- Sedláček, Jan
|
| issn
| |
| number of pages
| |
| http://localhost/t...ganizacniJednotka
| |
| is http://linked.open...avai/riv/vysledek
of | |
![[RDF Data]](/fct/images/sw-rdf-blue.png)
![[cxml]](/fct/images/cxml_doc.png)
![[csv]](/fct/images/csv_doc.png)
![[text]](/fct/images/ntriples_doc.png)
![[turtle]](/fct/images/n3turtle_doc.png)
![[ld+json]](/fct/images/jsonld_doc.png)
![[rdf+json]](/fct/images/json_doc.png)
![[rdf+xml]](/fct/images/xml_doc.png)
![[atom+xml]](/fct/images/atom_doc.png)
![[html]](/fct/images/html_doc.png)