Mathematical Anxiety and mathematical learning: Multidimensional approach

Cross-Situational Learning: A Mathematical Approach

We present a mathematical model of cross-situational learning, in which we quantify the learnability of words and vocabularies. We find that high levels of uncertainty are not an impediment to learning single words or whole vocabulary systems, as long as the level of uncertainty is somewhat lower than the total number of meanings in the system. We further note that even large vocabularies are l...

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) wi...

Interactive Learning and Mathematical Calculus

A variety of problems in mathematical calculus can be solved by recursively applying a finite number of rules. Often, a generic solving strategy can be extracted and an interactive exercise system that emulates a tutor can be implemented. In this paper we show how software developed by us can be used to realize this interactivity. In particular, an implementation of a generic exercise for compu...

Mathematical Learning Theory

Mathematical Approach to Vagueness

From 1920, when Lukasiewicz established the 3-valued logic, many other versions have been made, with the purpose of improving or generalizing the precedent system. Fuzzy Logic departs from the multi-valued logic point of view, with real truth values in the closed unit interval. Our paper deals, basically, with analogies and differences between fuzzy and rough characters. Therefore, it belongs t...