Presentation
Inferring impulsive-analytic disposition from students’ actions in solving math problems
Proceedings of the Thirty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
(2012)
Abstract
The research reported in this paper is part of a larger study designed to investigate the validity of the Likelihood-to-Act (LtA) survey—an Likert-scale instrument, currently under development and testing, for assessing students’ impulsive-analytic disposition in mathematics. Transcripts and videos of 15 interviewees’ responses to five problems, adapted from the LtA Survey, were analyzed in terms of (a) solution strategies and (b) impulsive-analytic disposition. Two scores were derived from quantifying the codes that were assigned to the 75 problem-solving episodes. These scores were highly correlated to one another and were correlated to the LtA_Difference (impulsive minus analytic) score, obtained from the LtA Survey administered several weeks prior to the interviews. These results can be taken to support the validity of the LtA instrument.
Keywords
- cognition,
- metacognition,
- problem solving,
- analytic,
- impulsive,
- disposition
Disciplines
Publication Date
2012
Comments
Articles published in the Proceedings are copyrighted by the authors. Permission to reproduce an article or portions from an article must be obtained from the author.
Citation Information
Kien H Lim and Miguel Mendoza. "Inferring impulsive-analytic disposition from students’ actions in solving math problems" Proceedings of the Thirty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2012) Available at: http://works.bepress.com/kien_lim/30/