Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses

This research aims to describe the mistakes of the prospective teachers in solving the application of radian measurement problems and their causes. This type of research is qualitative descriptive research with a case study approach. The types of data collection in this research consisted of the results of the subject's work and transcripts of interviews with research subjects. By following the type of data, this research instrument consists of one question about the problem of applying radian measurement and interview guidelines developed by the researchers. Data analysis of the subject's work is carried out by classifying the types of errors to know the types of errors that arise in solving the problem of applying the radian measurements. While the transcript analysis of the interview results was carried out by coding the words to determine the factors causing the errors that appeared. The results of the research indicate that the error in solving the problem of applying the radian measurement are misconceptions and factual errors. This misconception is generally caused by intuitive thinking, while this factual error is generally caused by not paying careful attention to the information in the question. The solution to these errors is to analyze the elements of the circle that are interconnected in solving the problem of applying the radian measurements and to be careful in writing the information that is known in the question.

Interventions to Dispel Neuromyths in Educational Settings—A Review

Neuromyths are misconceptions about the brain and learning, for instance Tailoring instruction to students' preferred “learning styles” (e.g., visual, auditory, kinesthetic) promotes learning. Recent reviews indicate that the high prevalence of beliefs in neuromyths among educators did not decline over the past decade. Potential adverse effects of neuromyth beliefs on teaching practices prompted researchers to develop interventions to dispel these misconceptions in educational settings. This paper provides a critical review of current intervention approaches. The following questions are examined: Does neuroscience training protect against neuromyths? Are refutation-based interventions effective at dispelling neuromyths, and are corrective effects enduring in time? Why refutation-based interventions are not enough? Do reduced beliefs in neuromyths translate in the adoption of more evidence-based teaching practices? Are teacher professional development workshops and seminars on the neuroscience of learning effective at instilling neuroscience in the classroom? Challenges, issues, controversies, and research gaps in the field are highlighted, notably the so-called “backfire effect,” the social desirability bias, and the powerful intuitive thinking mode. Future directions are outlined.

http://habibiaislamicus.com/index.php/hirj/article/view/150

Allah (swt) has elevated man to the highest position in all creation, and bestwed upon him the bounty of reason and knowledge. An in depth study of knowledge itself reveals that, there are two forms and ranks of knowledge in the universe; one is the divinely revealed instintintive level of awareness about reality, and the other is the earned and learned behavoiur based upon knowledge, that is gained through urge, effort and experience. Human beings, apart from the innate divine blessing of knowledge, learns through sense experience, reason and intuitive thinking. The higher form of knowledge is divinely transmission through revelation to the Prophets. The heavenly revealed knowledge has been preserved by human being in the form of Sacred Books; especially a body of knowledge about reality in the form of religion, namely in the Holy Bible and the Holy Qur’an.

TEACHING PROOF TO STUDENTS USING EXPERIMENTAL MATHEMATICS

This article focuses on teaching students how to use experimental mathematics in proving mathematical proofs. Firstly, the proofs of the theorem are analyzed by experiment and as a result of the ability of intuitive thinking, it is proved analytically. In the process of training, using experiments will increase the quality of the educational system.

Preaching on the revised common lectionary for the feast of Christ the King: Joy for intuitive thinking types, nightmare for sensing feeling types?

This qualitative study was positioned within an emerging scientific field concerned with the interaction between biblical text and the psychological profile of the preacher. The theoretical framework was provided by the sensing, intuition, feeling and thinking (SIFT) approach to biblical hermeneutics, an approach rooted in reader-perspective hermeneutical theory and in Jungian psychological type theory that explores the distinctive readings of sensing perception and intuitive perception, and the distinctive readings of thinking evaluation and feeling evaluation. The empirical methodology was provided by developing a research tradition concerned with applying the SIFT approach to biblical text. In the present study, a group of 17 Anglican clergy were invited to work in psychological type-alike groups to explore two of the biblical passages identified by Year B of the Revised Common Lectionary for the Feast of Christ the King. Dividing into three workshops, according to their preferences for sensing and intuition, the clergy explored Psalm 93. Dividing into three workshops, according to their preferences for thinking and feeling, the clergy explored John 18:33–37. The rich data gathered from these workshops supported the hypothesis that biblical interpretation and preaching may be shaped by the reader’s psychological type preference and suggested that the passages of scripture proposed for the Feast of Christ the King may be a joy for intuitive thinking types, but a nightmare for sensing feeling types.Contribution: Situated within the reader perspective approach to biblical hermeneutics, the SIFT method is concerned with identifying the influence of the psychological type of the reader in shaping the interpretation of text. Employing this method, the present study contributes to the fields of homiletics and hermeneutics by demonstrating how some readers (sensing types) may struggle more than others (intuitive types) to interpret the scripture readings proposed by the lectionary for the Feast of Christ the King.

Thinking Inconsistently

People tend to simultaneously accept mutually exclusive beliefs. If they are generally prone to tolerate inconsistencies, irrespective of their content, we say they are prone to doublethink. We developed a measure to capture individual differences in this tendency and demonstrated its construct and predictive validity across two studies. In Study 1, participants ( N = 240) filled in the doublethink scale, the rational/intuitive inventory, and three measures of conspiratorial beliefs (conspiracy mentality, belief in specific and contradictory conspiracies). Doublethink was meaningfully related to all measured variables and was predictive of all conspiratorial beliefs over and above rational/intuitive thinking styles. In Study 2 ( N = 149), we included the need for cognition and preference for consistency in the predictor set alongside doublethink, while the criterion set remained the same. Once again, doublethink related in an expected way to other measured variables and was predictive of belief in conspiracy theories after accounting for the effects of need for cognition and preference for consistency. We discuss the properties of the scale and how it relates to other consistency measures, and offer two ways to conceptualize doublethink: as a lack of metacognitive ability to spot inconsistencies or as a thinking style that easily accommodates inconsistent beliefs.

Differences in Cognitive-Perceptual Factors Arising From Variations in Self-Professed Paranormal Ability

This study examined whether scores on indices related to subclinical delusion formation and thinking style varied as a function of level of self-professed paranormal ability. To assess this, the researchers compared three groups differing in personal ascription of paranormal powers: no ability, self-professed ability, and paranormal practitioners (i.e., Mediums, Psychics, Spiritualists, and Fortune-Tellers). Paranormal practitioners (compared with no and self-professed ability conditions) were expected to score higher on paranormal belief, proneness to reality testing deficits, emotion-based reasoning, and lower on belief in science. Comparable differences were predicted between the self-professed and no ability conditions. A sample of 917 respondents (329 males, 588 females) completed self-report measures online. Multivariate analysis of variance (MANOVA) revealed an overall main effect. Further investigation, using discriminant descriptive analysis, indicated that paranormal practitioners scored higher on proneness to reality testing deficits, paranormal belief, and emotion-based reasoning. Belief in science did not meaningfully contribute to the discriminant function. Overall, results were consistent with previous academic work in the domains of paranormal belief and experience, which has reported that paranormal-related cognitions and perceptions are associated with factors related to subclinical delusion formation (i.e., emotion-based/intuitive thinking).

Socio-cognitive biases in folk AI ethics and risk discourse

The ongoing conversation on AI ethics and politics is in full swing and has spread to the general public. Rather than contributing by engaging with the issues and views discussed, we want to step back and comment on the widening conversation itself. We consider evolved human cognitive tendencies and biases, and how they frame and hinder the conversation on AI ethics. Primarily, we describe our innate human capacities known as folk theories and how we apply them to phenomena of different implicit categories. Through examples and empirical findings, we show that such tendencies specifically affect the key issues discussed in AI ethics. The central claim is that much of our mostly opaque intuitive thinking has not evolved to match the nature of AI, and this causes problems in democratizing AI ethics and politics. Developing awareness of how our intuitive thinking affects our more explicit views will add to the quality of the conversation.

Neurophysiological mechanisms and features of autonomic support of productive cognitive activity of intuitive type in young adults

Is intuition a conscious or subconscious process, a “sixth sense” or a product of learning? This article contains an answer to this question which is based on the disclosure of neurophysiological mechanisms of one of the least understandable types of human cognitive activity. For the first time with the use of cerebral cortex electrical activity mapping, a comprehensive study of the organization of cortical neural networks and the functional state of the autonomic nervous system of female biology students engaged in intuitive thinking has been conducted. The productivity of intuitive thinking is associated with increasing the spectral power of beta2-, delta-, theta-components of the electroencephalogram. The synchronization of the activity of most frequency bands is manifested in the frontal and motor areas of the cortex, which have close connections with the basal ganglia, which are responsible for the formation of skills. In the beta1-band there are probable intrahemispheric long coherences between the anterior and posterior parts of the right hemisphere, at the frequency of beta1,2- and theta-bands of the electroencephalogram they are combined into large cellular ensembles that cover the central-parietal-temporal loci of the cortex. Synchronization of biopotentials in the delta range covers large areas of the cerebral cortex. It has been established that in intuitive thinking the female students with a low standard of efficiency had a high level of central rhythm regulation, and the female students with a high standard of efficiency had a high level of autonomous regulation. Higher performance under intuitive thinking negatively correlated with low frequency findings and positively correlated with high frequency and the value of the square root of the mean squares of the intervals between heartbeats (rMSSD) in the structure of cardiorhythm. Correlation analysis found that productive mental activity is conditioned by the specific integration of cortico-visceral processes: productive intuitive thinking is associated with the activation of autonomic regulation of heart rate variability and coherence in the evolutionarily older delta and delta-theta systems of the brain. Thus, intuition is a scientific set of skills and knowledge, and the topographic signs of synchronization of electrical processes of the cerebral cortex can serve as objective criteria for successful intuitive thinking, which allow one to predict both individual abilities and the state that contributes to their realization.