共查询到20条相似文献，搜索用时 125 毫秒
1.
倪科技 《数学学习与研究(教研版)》2015,(3):56
数学教学并不仅仅是传授数学知识与基本技能,更为重要的是将发现与创造的思维方法交给学生,对学生进行启迪.TI图形计算器作为一种相当重要的教学工具在数学教学中有着重要的作用.文中对TI图形计算器进行了简要介绍,并在此基础上重要就幂函数教学中TI图形计算器的运用进行了探讨. 相似文献
2.
图形计算器在中学数学探究性学习活动中的应用 总被引：4，自引：5，他引：4
倡导学生探究性学习活动已成为中学数学课堂教学改革的热点问题。其中，图形计算器的应用对促进学生的探究性活动具有重要的作用。将图形计算器有效地应用于中学数学教学，主要可从教学内容选择、教学过程设计、教学问题解析3方面来 实现。在使用图形计算器进行教学时要注意；及时向学生提供技术指导；采用灵活多样的教学组织形式。 相似文献
3.
谈谈图形计算器对我国数学教育的影响 总被引：2，自引：3，他引：2
图形计算器，作为新一代数学学习工具在我国的引入将带来数学教育的深刻变化，这些变化包括观念，课程，教学过程和教育理论等的变化，对图形计算器（其其它教育技术）所提供的新的教学环境认识的迟钝，将滞后我国旨在建立全面关注学生发展的教学教育改革，图形计算器的使用，将使传统教学方式面临真正的挑战。 相似文献
4.
数学认知建构观出诉我们：学生是数学学习中的认知主体，在数学教学中学生必须参与充分、积极、主动的思维活动，学生主动参与教学活动，是培养学生创造思维能力的前提和基础，图形计算器是一种很有用的教育工具，它可以使学生的数学能力和理解能力达到更高的水平。 相似文献
5.
让现代信息教育技术尽快进入中学数学课堂 总被引：1，自引：0，他引：1
以信息化带动教育现代化 ,利用现代信息教育技术 ,为学生创造一个“数学实验的环境” ,促使学生自主学习 ,充分发挥学生创新潜能 ,是当前教改一项重要举措。TI图形计算器是针对数学教学的掌上电脑 ,具有数学对象的多重表示 ,强化课堂交流、探索、创新 ,提高教学效率 ,综合理科教育 ,便携性等特点与价值。本文最后还列举了数例利用TI-92图形计算器在课堂教学中应用的实例 相似文献
6.
数据分析素养是六大数学核心素养之一,渗透在初中统计与概率模块的教学之中,应用HPPrime图形计算器可以简化大量的复杂计算,方便学生将注意力集中到数据分析方法的学习上,为分析复杂数据提供了可能。文章以图形计算器在人教版七上《统计调查》一课中的应用为例,分析图形计算器在学生数据分析核心素养培养中的作用,提出了学生应用图形计算器进行数据分析核心素养培养的策略,并对应用中的不足进行反思。 相似文献
7.
关于图形计算器与高等数学教学改革的若干思考 总被引：4，自引：0，他引：4
叶立军 《宁波教育学院学报》2003,5(2):37-41
高等数学是一门基础课 ,如何提高高等数学的教学质量是广大高等数学教师关注的首要问题。TI图形计算器是一种科学的学习工具 ,使用TI图形计算器进行教学 ,在一定程度上可以提高学生学习高等数学的兴趣。学生可以利用TI图形计算器自主地学习 ,进行数学实验 ,从而提高学习高等数学的效果 相似文献
8.
提高课堂效益永远是教师追求的目标.图形计算器提供了大量的数学活动线索和丰富的数学活动机会,为学生数学学习构筑了起点.对使用图形计算器学习初中数学的3名学生的跟踪研究结果表明:学习工具对学生的学习、个性培养以及教师的观念转变都产生了一定的作用.数学教学中要发挥图形计算器的功能,提高学生的动手能力,让实验数学思想落到实处. 相似文献
9.
关于高中向量和三角函数知识结合题型中，在教学实际中如果引入图像型计算器参与教学过程中，一方面可以丰富向量和三角知识的结合性应用。让原本比较机械枯燥的数学运算交付计算器进行辅助，能促进课堂教学发展的新时代性，第二方面而且可以让学生在实际运用中更能深入理解向量数量积运算中含有三角运算的意义。最终在高中数学学习中做到与时俱进，进入划时代的学习现代数学的殿堂。本文中的中文彩屏图形计算器指的是TI-Nspire CX CAS中文彩屏图形计算器. 相似文献
10.
马玉涛 《南昌教育学院学报》2013,(5):120+122
随着新一轮的课堂教学改革,图形计算器作为教与学的工具,进入了中学课堂。本文通过两个典型教学案例,探讨了图形计算器在教学过程中对改变学生的数学学习思维方式的作用。 相似文献
11.
Changes in early adolescents' self-reported cheating behaviors in mathematics before and after the transition from middle school to high school are examined. Students were surveyed in school regarding their cheating behaviors in math, and the motivational goal structures perceived in their math classrooms. Surveys were completed twice during the eighth grade (during middle school) and once at the end of the ninth grade (at the end of the first year in high school). Results indicated that self-reported cheating did not change in the year prior to the high school transition, but that reported cheating increased after the transition. Additional analyses indicated that across the high school transition, self-reported cheating in math increased for students who moved from high mastery to low mastery-oriented classes after the transition, and for students who moved from low performance to high performance-oriented classes; in contrast, self-reported cheating decreased for students who moved from low to high mastery-oriented math classrooms. 相似文献
12.
Using a sample of youth who graduated from high school in the late 1990s and early 2000s, this paper examines the impact of high school math curriculum on the decision to go to college. Results that control for unobserved differences between students and their families suggest that a more rigorous high school math curriculum is associated with a higher probability of attending college and of attending a 4-year college. The household fixed effect results imply that students who take an advanced academic math curriculum in high school (algebra II or precalculus, trigonometry, or calculus) are about 17 percentage points more likely to go to college and 20 percentage points more likely to start college at a 4-year school by age 21 compared to those students whose highest math class was algebra I or geometry. 相似文献
13.
鞠佰成 《淮北职业技术学院学报》2004,3(1):58-60
数学史中含有丰富的数学知识和历史典故,在中学数学课堂教学中适当穿插,可以培养学生的人文精神,激发学生的创新意识,增强学生的社会实践能力。因而,对于优化中学数学课堂教学具有重要意义。 相似文献
14.
汉族与撒拉族初中学生数学应用题解决的特点为:1 数学应用题解决具有跨文化性,但汉族与撒拉族在不同阶段各有优势;2 初中学生数学问题解决中的常见错误是关系感知错误、图式错误和计算错误,最常见的是关系感知错误,而撒拉族学生的图式错误较为严重,汉族学生的计算错误高于撒拉族学生;3 语言可能是影响民族学生数学应用题解决的重要因素。 相似文献
15.
Caroline Dupeyrat Christian EscribeNathalie Huet Isabelle Régner 《International Journal of Educational Research》2011,50(4):241-250
The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math achievement goals and their perceived competence in math. Students’ math grades for the three trimesters of the school year were collected from school records. Bias in self-evaluations was computed by comparing students’ rating on the ‘perceived competence in math’ scale with their actual math achievement as measured by their second trimester math grades. Students were classified into one of three groups (over-raters, accurate raters, or under-raters) depending on whether their self-perceptions of competence in math were higher than, similar to, or lower than their relative math achievement in their class. As expected, overrating of one's performance was related to performance goals. Furthermore, the over-raters were the only group who progressed in their math achievement from Trimester 2 to 3. No relation was found between mastery goals and accurate self-assessment. 相似文献
16.
刘娟娟 《湖南第一师范学报》2008,8(3):51-53
“小学数学课程与教学论”是高师院校小学教育专业本科的一门必修课程,其课程内容体系一直在变化发展之中,因此,相关教材也层出不穷。小学数学课程与教学论课程教材建设非常必要,同时,教材应该将课程与教学四个方面,即小学数学学习能力指标、小学数学教材分析、小学数学课堂教学研究、小学数学教学过程设计更好地融合在一起,然后加以编写。 相似文献
17.
Peer group contexts of girls' and boys' academic experiences 总被引：1，自引：0，他引：1
18.
Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL student concentrations. Growth-curve modeling results indicated that ELL children started kindergarten with significantly lower reading and math scores compared to their English-speaking peers. However, ELL children improved their math scores fast enough that they were able to narrow the initial gap in math scores with their English-speaking peers by fifth grade. This was particularly true for ELL children in schools with either a high- or low ELL student concentration. In contrast, ELL children still had lower reading scores by fifth grade compared to their English-speaking peers. The results highlight the importance of school resources and services in improving ELL students’ academic trajectories. Directions for future studies are discussed. 相似文献
19.
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school 总被引：4，自引：1，他引：4
Megan M. McClelland Alan C. Acock Frederick J. Morrison 《Early childhood research quarterly》2006,21(4):471-490
Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning-related skills fared throughout elementary school on reading and math. Latent growth curves indicated that learning-related skills had a unique effect on children's reading and math scores between kindergarten and sixth grade and predicted growth in reading and math between kindergarten and second grade. In addition, children with poor learning-related skills performed lower than their higher-rated peers on measures of reading and mathematics between kindergarten and sixth grade, with the gap widening between kindergarten and second grade. Between third and sixth grade, this gap persisted but did not widen. Discussion focuses on the importance of early learning-related skills as a component in children's academic trajectories throughout elementary school and the need for early intervention focusing on children's self-regulation and social competence. 相似文献
20.
This paper summarizes results from a math intervention implemented in a high-poverty urban community. Over 7,300 students from kindergarten to 4th grade in 1 low-socioeconomic-status school district participated in the study. Students from 13 different schools (36 different classroom) participated in the treatment. Comparisons were made to purposely selected control-group schools and all other students in the district. The aim of the intervention was to help early elementary-age students living in poverty learn essential math facts and master basic computational skills as a foundation for improving their math ability. The study used a pre-test/post-test quasi-experimental design with control and treatment groups. Achievement for both groups was compared to that of the school district as a whole, with analysis disaggregated by poverty status. The results found positive gains in the treatment group's math achievement at every grade level, transcending differences in socioeconomic status. 相似文献