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How Interval and Fuzzy Techniques Can Improve Teaching pp 117–124Cite as

How to Enhance a General Student Motivation to Study: Asymmetric Paternalism

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Part of the book series: Studies in Computational Intelligence ((SCI,volume 750))

Abstract

In the previous chapters, we provided examples of how uncertainty-related examples and ideas help explain, to the students, why a specific material is useful and interesting. In addition to this, we also need to make sure that the students are excited about studying in general, that their levels of interest and commitment remain high. If a math instructor convinces the engineering students that they need to learn math, this should not lead to them getting less interested in studying engineering disciplines, ideally they should be excited about all the topics that they study. In this chapter, we therefore analyze how to increase this general level of interest. It turns out that properly taking uncertainty into account can help with this task as well.

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Author information

Authors and Affiliations

  1. Department of Teacher Education, University of Texas, El Paso, TX, USA

    Olga Kosheleva

  2. Department of Mathematics, New Mexico State University, Las Cruces, NM, USA

    Karen Villaverde

Authors
  1. Olga Kosheleva
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  2. Karen Villaverde
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Correspondence to Olga Kosheleva .

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Kosheleva, O., Villaverde, K. (2018). How to Enhance a General Student Motivation to Study: Asymmetric Paternalism. In: How Interval and Fuzzy Techniques Can Improve Teaching. Studies in Computational Intelligence, vol 750. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-55993-2_12

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  • DOI: https://doi.org/10.1007/978-3-662-55993-2_12

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  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-662-55991-8

  • Online ISBN: 978-3-662-55993-2

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