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 Mathematics Education (8)
 Ways of Thinking (5)
 Habits of Mind (4)
 Disposition (4)
 Impulsive disposition (4)

 Impulsive (3)
 Cognitive Disposition (3)
 Metacognition (3)
 Series of Presentations on Mathematical Habits of Mind (2)
 Behavioral Schemas (2)
 Analytic (2)
 Mathematical Tasks (2)
 Mathematical Habits of Mind (2)
 Likelihoodtoact (2)
 Instrument Development (2)
 Problem solving (2)
 Cognitive reflection (2)
 IMPaCT (1)
 Computational Thinking (1)
 Intellectual Need (1)
 Barratt impulsive scale (1)
 Invariance (1)
 Intuitive rule (1)
 Cognition (1)
 Analytic Disposition (1)
 Contra problems (1)
 Cognitive tempo (1)
 Linearity (1)
 Covariation (1)
 Einstellung effect (1)
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Articles 1  20 of 20
FullText Articles in Education
A Collection Of Lists Of Mathematical Habits Of Mind, Kien Lim
A Collection Of Lists Of Mathematical Habits Of Mind, Kien Lim
Kien H Lim
Mathematical habits of mind and general habits of mind have been identified in the field by various authors such as Al Cuoco and colleagues, Driscoll and colleagues, and Costa and colleagues. Different list of habits of mind that are relevant to teaching and learning of mathematics education are compiled.
Assessing ImpulsiveAnalytic Disposition: The LikelihoodToAct Survey And Other Instruments, Kien Lim, Amy Wagler
Assessing ImpulsiveAnalytic Disposition: The LikelihoodToAct Survey And Other Instruments, Kien Lim, Amy Wagler
Kien H Lim
The likelihoodtoact (LtA) survey is a 32item instrument that measures impulsive and analytic dispositions in solving math problems. In this research report, we compare it to other instruments related to the impulsiveanalytic construct such as Frederick’s Cognitive Reflection Test (CRT) and the Barratt Impulsive Scale in terms of mean scores, Cronbach alpha values, and correlation values. Both LtAImpulsive and LtAAnalytic subscales have acceptable reliabilities of 0.79 and 0.83 respectively. The LtAAnalytic and LtADifference (analyticimpulsive difference) correlated well with other the Need for Cognition subscale and CRT scores. The correlations involving LtAImpulsive subscale were unexpected and call for ...
The HammerAndNail Phenomenon In Mathematics Education, Kien Lim
The HammerAndNail Phenomenon In Mathematics Education, Kien Lim
Kien H Lim
"For a person with a hammer, everything looks like a nail" is a proverb that can be used to highlight the phenomenon that students tend to rely on familiar ideas as opposed to taking time to think about and analyse a problem. Presented in this theoretical paper is the usefulness of the hammerandnail metaphor, other related theoretical constructs, pedagogical causes of student impulsive behaviours, and pedagogical suggestions for addressing them.
ImpulsiveAnalytic Disposition In Mathematical Problem Solving: A Survey And A Mathematics Test, Kien H. Lim, Amy Wagler
ImpulsiveAnalytic Disposition In Mathematical Problem Solving: A Survey And A Mathematics Test, Kien H. Lim, Amy Wagler
Kien H Lim
The LikelihoodtoAct (LtA) survey and a mathematics test were used in this study to assess students’ impulsiveanalytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widelyused scales: Need for Cognition (NFC) and Barratt Impulsivity Scale (BIS). The exhibited correlations of the LtA scores with the NFC, BIS, and a math test provide evidence of the criterion validity of the analytic LtA items, and suggests further revision of the impulsive LtA items to improve the overall measurement validity of the LtA scale. Students LtA scores were found ...
Inferring ImpulsiveAnalytic Disposition From Students’ Actions In Solving Math Problems, Kien Lim, Miguel Mendoza
Inferring ImpulsiveAnalytic Disposition From Students’ Actions In Solving Math Problems, Kien Lim, Miguel Mendoza
Kien H Lim
The research reported in this paper is part of a larger study designed to investigate the validity of the LikelihoodtoAct (LtA) survey—an Likertscale instrument, currently under development and testing, for assessing students’ impulsiveanalytic 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) impulsiveanalytic disposition. Two scores were derived from quantifying the codes that were assigned to the 75 problemsolving episodes. These scores were highly correlated to one another and were correlated to the LtA_Difference (impulsive minus analytic) score, obtained from ...
Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel
Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel
Kien H Lim
Inadequate math preparation discourages many capable students – especially those from traditionally underrepresented groups – from pursuing or succeeding in STEM academic programs. iMPaCT is a family of―"Media Propelled" courses and course enrichment activities that introduce students to―"Computational Thinking." iMPaCT integrates exploration of math and programmed computation by engaging students in the design and modification of tiny programs that render raster graphics and simulate familiar kinematics. Through these exercises, students gain experience and confidence with foundational math concepts necessary for success in STEM studies, and an understanding of programmed computation. This paper presents early results from our formal evaluation of ...
Addressing The Multiplication Makes Bigger And Division Makes Smaller Misconceptions Via Prediction And Clickers, Kien Lim
Kien H Lim
This article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middleschool teachers address two common misconceptions: multiplication makes bigger and division makes smaller (MMB–DMS). Classroom research was conducted to explore the viability of such a lesson. Results show that the lesson was effective in creating awareness that multiplication does not always make bigger and division does not always makes smaller, uncovering students’ misconceptions, and providing opportunities for students to learn from mistakes. Students liked the activity for various reasons, such as getting to learn certain mathematical ideas, to think about the ...
Inferring ImpulsiveAnalytic Disposition From Written Responses, Kien Lim, Miguel Mendoza
Inferring ImpulsiveAnalytic Disposition From Written Responses, Kien Lim, Miguel Mendoza
Kien H Lim
Impulsive disposition refers to one’s proclivity to spontaneously proceed with an action that comes to mind without checking its relevance. Analytic disposition refers to one’s proclivity to analyze a problem situation and establishes a goal to guide one’s actions. An instrument, called the likelihoodtoact survey, was developed to measure students’ impulsiveanalytic disposition. In this study, we sought to test and refine this instrument by analyzing 92 participants’ written responses to openended questions that were adapted from items in the likelihoodtoact survey. We found relatively strong correlations between participants’ disposition scores for written responses and those from the ...
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Kien H Lim
The idea of “mathematical habits of mind” has been introduced to emphasize the need to help students think about mathematics “the way mathematicians do.” There seems to be considerable interest among mathematics educators and mathematicians in helping students develop mathematical habits of mind. The objectives of this working group are: (a) to continue the discussion of various views and aspects of mathematical habits of mind begun at PMENA 31, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic.
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Kien H Lim
The idea of “mathematical habits of mind” has been introduced to emphasize the need to help students think about mathematics “the way mathematicians do.” There seems to be considerable interest among mathematics educators and mathematicians in helping students develop mathematical habits of mind. The objectives of this working group are: (a) to continue the discussion of various views and aspects of mathematical habits of mind begun at PMENA 31, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. In the Proceedings of PMENA 31, we provided an overview of ...
The Role Of Prediction In The Teaching And Learning Of Mathematics, Kien Lim, Gabriela Buendía, OkKyeong Kim, Francisco Cordero, Lisa Kasmer
The Role Of Prediction In The Teaching And Learning Of Mathematics, Kien Lim, Gabriela Buendía, OkKyeong Kim, Francisco Cordero, Lisa Kasmer
Kien H Lim
The prevalence of prediction in gradelevel expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students’ prediction can reveal their conceptions, (2) prediction plays an important role in reasoning and (3) prediction fosters mathematical learning. To support research on prediction in the context of mathematics education, we present three perspectives on prediction: (1) prediction as a mental act highlights the cognitive aspect and the conceptual basis of one’s prediction, (2) prediction as a mathematical activity ...
Addressing Impulsive Disposition: Using NonProportional Problems To Overcome Overgeneralization Of Proportionality, Kien Lim, Osvaldo Morera
Addressing Impulsive Disposition: Using NonProportional Problems To Overcome Overgeneralization Of Proportionality, Kien Lim, Osvaldo Morera
Kien H Lim
Impulsive disposition is an undesirable way of thinking where one spontaneously applies the first idea that comes to mind without checking its relevance. In this research, we explore (a) the possibility of helping preservice teachers improve their disposition, from being impulsive to being analytic, in one semester, and (b) the effect of using nonproportional situations. This study involves two sections of a mathematics course for preservice teachers for Grades 48. The lessons were designed whenever possible to elicit students’ impulsive disposition so that they could become cognizant of it and make conscious attempts to overcome it. Some test items were ...
Mathematical Habits Of Mind: A Working Group At The 2009 PmeNa Conference, Kien Lim, Annie Selden
Mathematical Habits Of Mind: A Working Group At The 2009 PmeNa Conference, Kien Lim, Annie Selden
Kien H Lim
The objectives of this working group are: (a) to discuss various views and aspects of mathematical habits of mind, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. To facilitate the discussion during the working group meetings, we provide an overview of mathematical habits of mind, including concepts that are closely related to habits of mind—ways of thinking, mathematical practices, knowingto act in the moment, cognitive disposition, and behavioral schemas. We invite mathematics educators who are interested in habits of mind, and especially those who have conducted research ...
Assessing ProblemSolving Dispositions: LikelihoodToAct Survey, Kien Lim, Osvaldo Morera, Mourat Tchoshanov
Assessing ProblemSolving Dispositions: LikelihoodToAct Survey, Kien Lim, Osvaldo Morera, Mourat Tchoshanov
Kien H Lim
This paper reports an ongoing study that is aimed at developing an instrument for measuring two particular problemsolving dispositions: (a) impulsive disposition refers to students’ proclivity to spontaneously proceed with an action that comes to mind, and (b) analytic disposition refers to the tendency to analyze the problem situation. The instrument is under development and consists of likelihoodtoact items in which participants indicate on a scale of 1 to 5 how likely they are to take a particular action in a given situation. The instrument was administered to 318 college students, mainly preservice teachers. Statistical analysis indicates that likelihoodtoact items ...
Provoking Intellectual Need
Kien H Lim
Burning The Candle At Just One End: Using Nonproportional Examples Helps Students Determine When Proportional Strategies Apply, Kien H. Lim
Kien H Lim
Helping Students Develop Mathematical Habits Of Mind: A Joint Panel Session At The 2009 Jmm Conference, Kien Lim, Kristin Camenga
Helping Students Develop Mathematical Habits Of Mind: A Joint Panel Session At The 2009 Jmm Conference, Kien Lim, Kristin Camenga
Kien H Lim
Cuoco, Goldenberg, and Mark advocate habits of mind as an organizing principle for a mathematics curriculum where students learn to be “pattern sniffers, experimenters, describers, tinkerers, inventors, visualizers, conjecturers, and guessers.” Harel regards habits of mind as interiorized ways of thinking—conceptual tools that are necessary for constructing mathematical objects. Presenters for this session offer various perspectives and strategies for helping students develop mathematical habits of mind, including examples from different content areas and at different levels.
通过数学任务提高美国职前教师的数学成熟性 (Advancing PreService Teachers’ Mathematical Sophistication Via Mathematical Tasks), Kien Lim, 庞雅丽, 赵锐
通过数学任务提高美国职前教师的数学成熟性 (Advancing PreService Teachers’ Mathematical Sophistication Via Mathematical Tasks), Kien Lim, 庞雅丽, 赵锐
Kien H Lim
2008年5月22日，香港数学教育学会在香港浸会大学举行了研讨会。本文以该研讨会上的发言为蓝本，区分了以下四种差异：（1）约定俗成的数学与学校数学之间的差异；（2）理解方式与思维方式之间的差异；（3）成熟的学习者与被动的学习者之间的差异；（4）知识传授与知识参与这两种教学模式之间的差异。文章还讨论了Harel提出的教学原则以及数学任务的设计与它们在课堂中的使用，并呈现了具体的案例来说明如何设计数学任务以实现特定的学习与教学目标，如激发学生学习某一特定概念的需要，促进理想的思维方式，阻止不合适的思维方式以及评估学生的概念性理解。
Developing Mathematical Habits Of Mind, Selden Annie, Kien Lim
Developing Mathematical Habits Of Mind, Selden Annie, Kien Lim
Kien H Lim
A Project NeXT panel on “Helping Students Develop Mathematical Habits of Mind without Compromising Key Concepts from the Syllabus” was held at the San Diego Joint Mathematics Meetings 2008. This article summarizes the main points presented by four panelists: Al Cuoco, Harel Guershon, Hyman Bass, and Annie Selden.
Mathematics Teachers’ Knowledge Base: Preliminary Results, Guershon Harel, Kien Lim
Mathematics Teachers’ Knowledge Base: Preliminary Results, Guershon Harel, Kien Lim
Kien H Lim
Student learning depends on the teacher’s actions, which are, in turn, dependent on the teacher’s knowledge base—defined here by three components: knowledge of mathematics content, knowledge of student epistemology, and knowledge of pedagogy. The purpose of this study is to construct models for teachers’ knowledge base and for their development in an onsite professional development project.