共查询到20条相似文献，搜索用时 35 毫秒
1.
KimberLeigh Felix Hadfield 《Teaching Statistics》2021,43(1):28-35
Undergraduate students tend to struggle with probability in their introductory statistics course. Probability problem solving requires several steps. First, students must make sense of the probability scenario, then determine the appropriate probability rules, and finally, execute the procedures to solve the problem. With no previous exposure to probability, this presents too great a cognitive load for many students. Using worked‐out problems then transitioning to partially worked‐out problems in an introductory statistics course at a large university helped students succeed at solving probability problems. The worked‐out problems included writing prompts to encourage self‐explanation of students' thinking through studying the worked‐out examples. This paper explains the use of these instructional principles and their implementation in an introductory statistics course for non‐STEM majors, resulting in higher student achievement and understanding. 相似文献
2.
There is much debate about the place of probability in an introductory statistics course. While students may or may not use probability distributions in their post‐collegiate lives, they will likely be faced with day‐to‐day decisions that require a probabilistic assessment of risk and reward. This paper describes an innovative way to teach students in an introductory statistics course how to reason about probability and expected value through the board game Camel Up. The in‐class activities described here can be scaled to fit the needs and abilities of the students in a wide range of introductory statistics courses at a variety of levels. 相似文献
3.
Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom. 相似文献
4.
Dina Tirosh Ruth Stavy Shmuel Cohen 《International Journal of Science Education》2013,35(10):1257-1269
This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge. 相似文献
5.
This research examined whether various dimensions of parental involvement predicted 10th‐grade students’ motivation (engagement, self‐efficacy towards maths and English, intrinsic motivation towards maths and English) using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed that both parents’ educational aspiration for their children and school‐initiated contact with parents on benign school issues had strong positive effects on all five motivational outcomes. On the contrary, parent–school contact concerning students’ school problems was negatively related to all five motivational outcomes investigated in the study. Additionally, parental advising positively predicted students’ academic self‐efficacy in English as well as intrinsic motivation towards English, and family rules for watching television were positively linked to students’ engagement and intrinsic motivation towards both English and maths. 相似文献
6.
Lynn S. Fuchs Douglas Fuchs Carol L. Hamlett Amanda C. Appleton 《Learning disabilities research & practice》2002,17(2):90-106
The purpose of this study was to explore methods to enhance mathematical problem solving for students with mathematics disabilities (MD). A small‐group problem‐solving tutoring treatment incorporated explicit instruction on problem‐solution rules and on transfer. The transfer component was designed to increase awareness of the connections between novel and familiar problems by broadening the categories by which students group problems requiring the same solution methods and by prompting students to search novel problems for these broad categories. To create a stringent test of efficacy, we incorporated a computer‐assisted practice condition, which provided students with direct practice on real‐world problem‐solving tasks. We randomly assigned 40 students to problem‐solving tutoring, computer‐assisted practice, problem‐solving tutoring plus computer‐assisted practice, or control, and pre‐ and posttested students on three problem‐solving tasks. On story problems and transfer story problems, tutoring (with or without computer‐assisted practice) effected reliably stronger growth compared to control; effects on real‐world problem solving, although moderate to large, were not statistically significant. Computer‐assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures. 相似文献
7.
Michael D. Ernst 《Teaching Statistics》2012,34(1):21-24
We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice‐rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference. 相似文献
8.
9.
Lawrence M. Lesser 《Teaching Statistics》2018,40(3):79-82
This literature‐based, classroom‐tested novel innovation of educational song (with pedagogical scaffolding) may help engage students explore and address common resistant misconceptions in probability (e.g. all outcomes are equally likely) and in statistics (e.g. correlation must imply either causation or coincidence). 相似文献
10.
US schools fail to engage a significant proportion of adolescent students. Although student engagement is significantly related to academic achievement, there is a dearth of longitudinal research simultaneously examining the impact of personal and contextual factors on student engagement at both individual and school levels. Using a nationally‐representative sample, multilevel growth curve analyses found significant factors related to adolescents’ student engagement both in initial status and rate of growth. Significant factors at the student level were students’ locus of control, self‐esteem, peer academic value, parental expectation and parent–child communication along with the students’ socio‐economic status, previous grades and friend dropout history. Significant factors at the school level were teacher rules on homework, teacher support, and school safety. Implications for research and practice are discussed. 相似文献
11.
Jonathan P. Pinder 《Decision Sciences Journal of Innovative Education》2013,11(3):221-232
Recent developments in agent‐based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent‐based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent‐based modeling by solving a knapsack optimization problem. For the activity, students act as naïve agents by using dice to randomly selecting items for a finite capacity knapsack to maximize the value of the knapsack. Students then design a greedy heuristic to skew the probability of selection item. These pencil‐and‐paper models are then implemented in a spreadsheet model to demonstrate the effects of altering the agents’ behavior. Finally, a binary integer programming model is examined to contrast agent‐based modeling with traditional mathematical programming formulations. This exercise is innovative because it combines student engagement via active learning with an innovative, individual‐based, modeling methodology. 相似文献
12.
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. 相似文献
13.
Steven M. Ross Deborah McCormick Nancy Krisak Padma Anand 《Educational technology research and development : ETR & D》1985,33(3):169-178
The present paper examines a strategy intended to facilitate mathematics learning by adapting the context of instructional material to students’ backgrounds and interests. In four validation studies, the strategy was implemented through teacher management, using college students learning statistical probability rules as subjects. Achievement and attitude outcomes consistently favored treatment groups who received the adaptive contexts over control groups. The culmination of this research is the development of a computer-assisted model to increase the strategy’s practicality and sensitivity to learner differences. The computer model uses stored information about each student to personalize explanations and story examples on a fractions unit. 相似文献
14.
This paper reports on part of an ethnographic study of a class participating in Swedish municipal adult education. The study focuses on decision‐making and the power‐play between students and teachers, viewed as a negotiation. The qualitative analysis resulted in a conceptual system for describing the negotiations. Using this system, characteristics of the decision‐making process are described. One of the findings was that uniform explicit rules for decision‐making were lacking. Another was that students influenced decisions on certain topics, not because they were invited to do so, but at their own initiative. Students tried to influence the allocation of time and space for their studies, but left the use of time for the teachers to decide. One conclusion was that the students’ subordination was conditional. 相似文献
15.
Factors of students’ dropout can be studied either by surveys among students or by analyzing data the university collects. In the work reported in this paper, we analyzed data known about students at the time of admission as well as data about the students' study achievements collected on a semester basis. Using data about students who enrolled in the academic year 2013/14, we created several data mining models to predict who will finish their studies successfully and who will not. Our results show that the key factor is the percentage of lost credit vouchers in the most recent semester. The pre-entry attributes have only a very small impact. We also created association rules of different types to find characteristics of students who did not successfully complete the first semester of study. Here, the factor that mainly increases the probability of a failure is the time gap between secondary and tertiary education. 相似文献
16.
Randall E. Groth Jathan W. Austin Madeline Naumann Megan Rickards 《Teaching Statistics》2019,41(2):54-57
We describe how we used puppets as tools to draw 9 to 10‐year‐old students into conversations about probability. Puppets supported classroom discourse by putting forth probabilistic arguments for critique, introducing extreme and unusual examples of concepts, and introducing an element of surprise. 相似文献
17.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work. 相似文献
18.
Georgios D. Sideridis 《教育心理学》2007,27(6):753-770
Research in goal theory has often relied on the general linear model, ignoring some central assumptions of the theoretical framework under investigation. The purpose of the two studies reported here was to illustrate how the Rasch model can supplement traditional statistical analyses when evaluating the effects of goal orientations on persistence. In Study 1, 41 adolescents participated in a series of insolvable puzzles. Means analyses failed to reveal differences between mastery‐approach and performance‐approach students. Application of the Rasch model, and in particular the differential item functioning procedure, indicated that mastery students were more severely challenged by the last puzzle, compared to performance approach students, with their probability of persisting being significantly lower. The findings of Study 1 were replicated in Study 2 with a sample of 37 college students who were also given a series of insolvable puzzles. The findings suggest that use of the Rasch model can be particularly fruitful for our understanding of the complex achievement‐goal relationship. 相似文献
19.
Jo Watson Melanie Nind Debra Humphris Alan Borthwick 《British Journal of Sociology of Education》2009,30(6):665-681
Occupational therapy pre‐registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non‐traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high‐value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field. 相似文献
20.
Wai Ming Cheung Shek Kam Tse Joseph W.I. Lam Elizabeth Ka Yee Loh 《Journal of Research in Reading》2009,32(3):293-308
Reading literacy of fourth‐grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional‐to‐size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made. 相似文献