The Influence Of Wage On Motivation And Satisfaction

This article seeks to contribute to the extant literature on the origin of motivation (intrinsic or extrinsic) by examining the relationship between wage, motivation, and satisfaction. That is, its aims is to discover the extent to which wages influence the motivation and satisfaction of wage earners who are considered to be more highly motivated than their colleagues. Employees who work for eight companies from diverse segments of the Brazilian economy were selected by intentional sampling. The data collection process was carried out along with them by explaining the objectives of the survey and handing out the forms that were to be completed by them. Four hundred fifty-eight useful answers were validated. The results show that the wages paid by the companies do not significantly influence the respondents’ motivation and satisfaction, with the exception for a highly limited sample. These constructs (motivation and satisfaction) were investigated in terms of the way the work is organized, the communication is processed, and the rewards system is built. The findings are opposite of those that assert the positive influence of extrinsic rewards (salary is one of them) on motivation. The article offers an original research design; that is, with a focus on highly motivated wage earners. Similar research design is strongly recommended in order to elucidate a little more on the influence of wages on motivation

Estructuras y generalización de estudiantes de tercero y quinto de primaria: un estudio comparativo

Desde un enfoque funcional del álgebra escolar, presentamos un estudio comparativo entre estudiantes de tercero y quinto de Educación Primaria, centrado en las estructuras del patrón, la generalización y la relación estructuras-generalización. Analizamos las respuestas de los estudiantes a varias cuestiones sobre un problema contextualizado que involucra una función lineal. Los resultados muestran diferencias en la cantidad y variedad de estructuras identificadas por estudiantes de ambos cursos, siendo mayor en tercero. Los estudiantes de tercero tienden a trabajar con casos particulares y un estudiante generaliza. La mayoría de los estudiantes de quinto generaliza la estructura y emplean esa misma estructura en sus respuestas. En este curso, tres estudiantes generalizan en cuestiones sobre casos particulares

Generalization in fifth graders within a functional approach

This article discusses evidence of 24 fifth graders’ (10-11 year olds’) ability to generalize when solving a problem which involves a linear function. Analyzed in the context of the functional approach of early algebra, the findings show that 3 students generalized both when solving specific instances and when asked to provide the general formula; while 15 students generalized only when asked to define the general formula. The results are described in terms of the functional relationship identified, the types of representation used to express them and the type of questions in which students generalized their answers. Most of the pupils who generalized did so based on the correspondence between pairs of values in the function at issue

Generalizations of third and fifth graders within a functional approach to early algebra

We describe 24 third (8–9 years old) and 24 fifth (10–11 years old) graders’ generalization working with the same problem involving a function. Generalizing and representing functional relationships are considered key elements in a functional approach to early algebra. Focusing on functional relationships can provide insights into how students work with two or more covarying quantities rather than isolated computations, and focusing on representations can help to identify the type of representations useful to them. The goals of this study are to (1) describe the functional relationships evidenced in students’ responses and (2) describe the representations that the students use. In addressing these research objectives, we describe student responses drawn from a Classroom Teaching Experiment in each grade. We analyzed students’ written responses to different questions designed to generalize the relationships in a problem that involves the function y = 2x + 6. Our findings illustrate that 11 third graders and 19 fifth graders provide evidence of functional relationships in their responses. Three third graders and all fifth graders generalized the relationship. We conclude that these differences may be due to the students’ previous classroom mathematical experiences, since students in higher grades would be more likely to focus on the relationships between variables, whereas third graders would focus on the details of arithmetic computations. In addition, we find that natural language is the main vehicle used to generalize in both grades. Unlike third graders, fifth graders perceive general rules from the numerical calculation and express these generalizations even when not explicitly requested to do so

Generalization in fifth graders within a functional approach

This article discusses evidence of 24 fifth graders’ (10-11 year olds’) ability to generalize when solving a problem which involves a linear function. Analyzed in the context of the functional approach of early algebra, the findings show that 3 students generalized both when solving specific instances and when asked to provide the general formula; while 15 students generalized only when asked to define the general formula. The results are described in terms of the functional relationship identified, the types of representation used to express them and the type of questions in which students generalized their answers. Most of the pupils who generalized did so based on the correspondence between pairs of values in the function at issue.Generalización de estudiantes de quinto de primaria desde un enfoque funcionalEn este artículo presentamos evidencias de generalización de 24 estudiantes de quinto de primaria (10-11 años) al resolver un problema que involucra una función lineal. Desde el enfoque funcional del early algebra, los hallazgos muestran que 3 estudiantes generalizaron al trabajar con casos particulares y cuando se les pide expresar la regla general; mientras que 16 estudiantes solo lo hicieron cuando les pedimos expresar la regla general. Describimos los resultados en términos de la relación funcional identificada, los tipos de representaciones que emplearon para expresar dichas relaciones y el tipo de pregunta en la cual los estudiantes generalizaron. La mayoría de los estudiantes que generalizaron establecieron una relación de correspondencia entre los pares de valores de la función.Handle: http://hdl.handle.net/10481/50159Doi: https://doi.org/10.30827/pna.v12i3.6643Scopus record and citations 

Generalization in fifth graders within a functional approach

This article discusses evidence of 24 fifth graders’ (10-11 year olds’) ability to generalize when solving a problem which involves a linear function. Analyzed in the context of the functional approach of early algebra, the findings show that 3 students generalized both when solving specific instances and when asked to provide the general formula; while 15 students generalized only when asked to define the general formula. The results are described in terms of the functional relationship identified, the types of representation used to express them and the type of questions in which students generalized their answers. Most of the pupils who generalized did so based on the correspondence between pairs of values in the function at issue.Generalización de estudiantes de quinto de primaria desde un enfoque funcionalEn este artículo presentamos evidencias de generalización de 24 estudiantes de quinto de primaria (10-11 años) al resolver un problema que involucra una función lineal. Desde el enfoque funcional del early algebra, los hallazgos muestran que 3 estudiantes generalizaron al trabajar con casos particulares y cuando se les pide expresar la regla general; mientras que 16 estudiantes solo lo hicieron cuando les pedimos expresar la regla general. Describimos los resultados en términos de la relación funcional identificada, los tipos de representaciones que emplearon para expresar dichas relaciones y el tipo de pregunta en la cual los estudiantes generalizaron. La mayoría de los estudiantes que generalizaron establecieron una relación de correspondencia entre los pares de valores de la función.Handle: http://hdl.handle.net/10481/50159Doi: https://doi.org/10.30827/pna.v12i3.6643Scopus record and citations 

Generalizations of third and fifth graders within a functional approach to early algebra

We describe 24 third (8-9 years old) and 24 fifth (10-11 years old) graders’ generalization working with the same problem involving a function. Generalizing and representing functional relationships are considered key elements in a functional approach to early algebra. Focusing on functional relationships can provide insights into how students work with two or more covarying quantities rather than isolated computations, and focusing on representations can help to identify the type of representations useful to them. The goals of this study are to: (1) describe the functional relationships evidenced in students’ responses, and (2) describe the representations that the students use. In addressing these research objectives, we describe student responses drawn from a Classroom Teaching Experiment in each grade. We analyzed students’ written responses to different questions designed to generalize the relationships in a problem that involves the function y=2x+6. Our findings illustrate that 11 third graders and 19 fifth graders provide evidence of functional relationships in their responses. Three third graders and all fifth graders generalized the relationship. We conclude that these differences may be due to the students’ previous classroom mathematical experiences, since students in higher grades would be more likely to focus on the relationships between variables, whereas third-graders would focus on the details of arithmetic computations. In addition, we find that natural language is the main vehicle used to generalize in both grades. Unlike third graders, fifth graders perceive general rules from the numerical calculation and express these generalizations even when not explicitly requested to do so

Generalización de estudiantes de quinto de primaria desde un enfoque funcional

A previous version of this document was originally published as Pinto, E., & Cañadas, M. C. (2017). Generalization in fifth graders within a functional approach. In B. Kaur, W. Kin Ho, T. Lam Toh, & B. Heng Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, vol. 4 (pp. 49-56). Singapore: PME.This article discusses evidence of 24 fifth graders’ (10-11 year olds’) ability to generalize when solving a problem which involves a linear function. Analyzed in the context of the functional approach of early algebra, the findings show that three students generalized both when solving specific instances and when asked to provide the general formula; while 16 students generalized only when asked to define the general formula. The results are described in terms of the functional relationship identified, the types of representation used to express them, and the type of questions in which students generalized their answers. Most of the pupils who generalized did so based on the correspondence between pairs of values in the function at issue.En este artículo presentamos evidencias de generalización de 24 estudiantes de quinto de primaria (10-11 años) al resolver un problema que involucra una función lineal. Desde el enfoque funcional del early algebra, los hallazgos muestran que tres estudiantes generalizaron al trabajar con casos particulares y cuando se les pidió expresar la regla general; mientras que 16 estudiantes solo lo hicieron cuando les pedimos expresar la regla general. Describimos los resultados en términos de la relación funcional identificada, los tipos de representaciones que emplearon para expresar dichas relaciones y el tipo de pregunta en la cual los estudiantes generalizaron. La mayoría de los estudiantes que generalizaron establecieron una relación de correspondencia entre los pares de valores de la función.Universidad de Granada. Grupo de Investigación Didáctica de la Matemática: Pensamiento Numérico (FQM-193)This study forms part of National R&D Projects EDU2013 - 41632 - P and EDU2016 - 75771 - P funded by th e Spanish Ministry of Economy and Competitiveness; the first author was supported by a PhD scholarship granted by Chilean Government through the CONICYT, folio 72160307 - 2015

Generalizations of third and fifth graders within a functional approach to early algebra

We describe 24 third (8-9 years old) and 24 fifth (10-11 years old) graders’ generalization working with the same problem involving a function. Generalizing and representing functional relationships are considered key elements in a functional approach to early algebra. Focusing on functional relationships can provide insights into how students work with two or more covarying quantities rather than isolated computations, and focusing on representations can help to identify the type of representations useful to them. The goals of this study are to: (1) describe the functional relationships evidenced in students’ responses, and (2) describe the representations that the students use. In addressing these research objectives, we describe student responses drawn from a Classroom Teaching Experiment in each grade. We analyzed students’ written responses to different questions designed to generalize the relationships in a problem that involves the function y=2x+6. Our findings illustrate that 11 third graders and 19 fifth graders provide evidence of functional relationships in their responses. Three third graders and all fifth graders generalized the relationship. We conclude that these differences may be due to the students’ previous classroom mathematical experiences, since students in higher grades would be more likely to focus on the relationships between variables, whereas third-graders would focus on the details of arithmetic computations. In addition, we find that natural language is the main vehicle used to generalize in both grades. Unlike third graders, fifth graders perceive general rules from the numerical calculation and express these generalizations even when not explicitly requested to do so

¿Qué es la resolución de problemas?

La resolución de problemas es un tema que ha llamado la atención de intelectuales desde los época griega con la diferenciación que realiza Aristóteles de problema y proposición (Castro, 1991). Siglos después filósofos, matemáticos y psicólogos se han preocupado de reflexionar y dilucidar sobre los procesos vividos por los resolutores. El objetivo de este artículo es dar una mirada al significado de problema y la resolución de problema desde las distintas perspectivas que puede ser estudiado