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1.
Maria Isabel Santos Ana Breda Ana Margarida Almeida 《Educational technology research and development : ETR & D》2017,65(5):1305-1323
Learning environment on mathematics for autistic children is a prototype of a digital environment with dynamic adaptation features designed to offer activities towards the development of mathematical reasoning in children aged 6–12 years, diagnosed with autism spectrum disorders (ASD), a neurodevelopmental disorder characterized by deficits in social communication and social interaction as well as restricted and repetitive patterns of behaviour, interests or activities. This paper, with a primarily conceptual and analytical scope, discusses the mathematical difficulties that some children with ASD have, and presents strategies that can be used to overcome them. Based on a literature review and on the results of a preliminary study already conducted, we present results concerning the proposal of a set of learning activities for the prototype under development, specifically targeted to promote mathematical reasoning in students with ASD. Guidelines for future research are also discussed. 相似文献
2.
This paper presents the results of a study of the development of early mathematical competence among young poor arithmetic achievers in the 4–7 year age group. Research has shown that arithmetic difficulties later in life can be explained by an insufficient development of early mathematical competence: i.e. different aspects of early mathematical competence. The different aspects of early mathematical competence are derived from cognitive psychology and from a didactical point of view with an emphasis on (the various phases of) counting. The Piagetian operations (seriation, correspondence and classification) are used, however, as much as possible embedded in a counting context.After selection by way of an early mathematical competence test, children with a score below a criterium are presented with an additional program. This program consists of activities, embedded in real (daily) life themes, in which attention is paid to the different aspects of early mathematical competence. The program is given to the children with a guiding or a structuring instruction form. The results of the study show that it is possible to stimulate the development of early mathematical competence among young poor arithmetic achievers. The way in which instruction is offered has no influence on achievement. 相似文献
3.
数学核心素养的测评研究是反馈学生核心素养培养成效的重要手段,高考试题是检测学生数学素养的重要载体,因此开展以高考试卷为样本的数学核心素养测评研究对中国新一轮高考改革有重要意义。以2019年全国卷为样本,基于喻平提出的数学核心素养评价框架,给出了数学核心素养教育评价表,利用多元统计分析方法研究了全国卷的数学核心素养考查特点,并提出了高考命题建议,为基于试卷的核心素养测评研究提供一定的参考。 相似文献
4.
张玉成 《深圳信息职业技术学院学报》2012,10(2):37-40
本文针对数学的＂文化教育＂功能、教材对数学知识的处理、与教学内容相关生活素材的使用、数学教学知识的研讨等方面,对高职数学的教学进行思考,认为高职数学教师应当关注并完善这几个方面,这对促进教师在自己的数学教学中充分发挥数学教育的积极作用是有益的。 相似文献
5.
The paper traces the gradual adoption of squared paper from its exclusive use as a research tool in the early 19th century to its universal use for a variety of purposes in mathematical education by the end of the first decade of this century. Three underlying causal factors are explored—the growth of new educational philosophies; the development of science teaching and the associated need for mathematics correlation; and the growing demands of engineering and technical education. Whilst the focus on squared paper is a narrow one, it is argued that its adoption in education generally was symptomatic of a much wider transformation of mathematical curricula in response to various demands which, significantly, arose outside the academic mathematical community. 相似文献
6.
Adalira Sáenz-Ludlow 《Educational Studies in Mathematics》2006,61(1-2):183-218
Classroom communication has been recognized as a process in which ideas become objects of reflection, discussion, and amendments
affording the construction of private mathematical meanings that in the process become public and exposed to justification
and validation. This paper describes an explanatory model named “interpreting games”, based on the semiotics of Charles Sanders
Peirce, that accounts for the interdependence between thought and communication and the interpretation of signs in which teacher
and students engage in mathematics classrooms. Interpreting games account both for the process of transformation (in the mind
of the learner) of written marks into mathematical signs that stand for mathematical concepts and for the continuous and converging
private construction of mathematical concepts. Teacher–student and student–student collaborative interactions establish a
mathematical communication that shapes and is also shaped by the conceptual domains and the domains of intentions and interpretations
of the participants. A teaching episode with third graders is analyzed as an example of a classroom interpreting game. 相似文献
7.
This paper aims to highlight the significance of a particular aspect of magnitude processing, namely counting and subitizing or the rapid enumeration of small sets of items, for learning. Emphasis is laid on the historical roots and the conceptual framework as well as on studies on pre-verbal and school-age children. Evidence of the potential value of this research for the assessment of children at risk of mathematical learning disabilities, is presented. Inherent to its nature, subitizing relies on rapid, preverbal analogue magnitude comparisons being triggered. We will highlight the differences with counting, and the implications of shortcomings in counting and subitizing in children with mathematical learning disabilities for the automaticity of number magnitude processing. Furthermore we especially look in this paper at the varying assessment paradigms which are used in research with different age groups, something which has received insufficient attention in the past. Finally, we outline the challenges for future research on mathematical learning disabilities. 相似文献
8.
Eivind Kaspersen Birgit Pepin Svein Arne Sikko 《Educational Studies in Mathematics》2017,95(2):163-179
Studies on identity in general and mathematical identity in particular have gained much interest over the last decades. However, although measurements have been proven to be potent tools in many scientific fields, a lack of consensus on ontological, epistemological, and methodological issues has complicated measurements of mathematical identities. Specifically, most studies conceptualise mathematical identity as something multidimensional and situated, which obviously complicates measurement, since these aspects violate basic requirements of measurement. However, most concepts that are measured in scientific work are both multidimensional and situated, even in physics. In effect, these concepts are being conceptualised as sufficiently uni-dimensional and invariant for measures to be meaningful. We assert that if the same judgements were to be made regarding mathematical identity, that is, whether identity can be measured with one instrument alone, whether one needs multiple instruments, or whether measurement is meaningless, it would be necessary to know how much of the multidimensionality can be captured by one measure and how situated mathematical identity is. Accordingly, this paper proposes a theoretical perspective on mathematical identity that is consistent with basic requirements of measurement. Moreover, characteristics of students’ mathematical identities are presented and the problem of “situatedness” is discussed. 相似文献
9.
刘小伟 《江西教育学院学报》2009,30(6):8-10
数学实验教学是有充分的理论支持和广泛的应用前景的一种新型的数学教学方法,文章从课题的现实意义、具体研究内容、研究目标、关键问题、数学实验研究的基础理论、实施方案等方面阐述了在高校数学教学中应用实验教学的研究的思路和所涉及到的问题。 相似文献
10.
JIN Wei-liang ZHANG Yi 《浙江大学学报(A卷英文版)》2007,8(5):675-681
This paper describes the effects of fire on durability of reinforced concrete structures, and points out that fire not only damages the chemical composition and physical structure of concrete by high temperature, but also leads to an additional risk due to the generation ofpolyvinyl chloride （PVC） combustion gases. A mathematical model is proposed to calculate chloride ingress profiles in fire damaged concrete, so as to explore the service life prediction of the structure. Rapid Chloride Migration （RCM） test was carried out to determine the chloride diffusion coefficients for the application of the mathematical model. Finally, the detected results of a reported case testified to the validity of the mathematical model. 相似文献
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In this paper, we explore the development of two grounded theories. One theory is mathematical and grounded in the work of
university calculus students’ collaborative development of mathematical methods for finding the volume of a solid of revolution,
in response to mathematical necessity in problem solving, without prior instruction on solution methods. The second theory
emerges from microlinguistic analysis of students’ mathematical choices and use of warrants in substantial argumentation to
communicate, clarify, and convince others of the validity of their conjectures and mathematical work. Our goal was to illuminate
mathematical argumentation by collaborative groups of calculus students at a qualitative level of detail sufficient to reveal
one view of how these students satisfied the creative drive for mathematical meaning, communication, and accuracy in problem
solving as evidenced in one classroom over several days. 相似文献
14.
This paper describes the effects of fire on durability of reinforced concrete structures, and points out that fire not only damages the chemical composition and physical structure of concrete by high temperature, but also leads to an additional risk due to the generation of polyvinyl chloride (PVC) combustion gases. A mathematical model is proposed to calculate chloride ingress profiles in fire damaged concrete, so as to explore the service life prediction of the structure. Rapid Chloride Migration (RCM) test was carried out to determine the chloride diffusion coefficients for the application of the mathematical model. Finally, the detected results of a reported case testified to the validity of the mathematical model. 相似文献
15.
试析影响学生数学建模数学化过程的若干因素 总被引：1，自引：0，他引：1
袁红 《上海师范大学学报(哲学社会科学版)》2009,(1):113-119
为适应新一轮数学课程改革中加强应用性和创新性,重视联系学生生活实际和社会实践要求,开展数学建模教学成为当今数学教育改革的热点之一。如何有效实施数学建模教学是许多数学教师感到困惑的一大难题。而研究学生数学建模过程中所面临的困难及产生原因是教师有效实施数学建模教学的前提与关键。文章拟从初中数学课堂中实施数学建模教学的一则案例出发,初步研究发现学生在数学建模的数学化过程中,学生自身的数学阅读能力、简化实际问题能力、数学语言能力和元认知能力影响着学生的数学建模活动。从而对教师在日常数学课堂中有效开展数学建模教学活动具有积极意义。 相似文献
16.
数学文化具有独特的数学教育和人文教育价值,教师在教学中渗透数学文化有利于提高学生的数学素养。文章从重视数学思维的形成过程、重视数学通法的归纳与运用、重视运用数学知识解决实际问题、重视培养学生创新思维、重视数学思想的重要作用、重视对重要数学原理的理解等方面,对数学文化在数学教学中的渗透进行研究。 相似文献
17.
Laura Black Julian Williams Sophina Choudry Kelly Pickard-Smith Bethany Ryan 《Cambridge Journal of Education》2019,49(3):349-368
This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. It focuses on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home–school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home–school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood. 相似文献
18.
Christoph Duchhardt Anne-Katrin Jordan Timo Ehmke 《International Journal of Science and Mathematics Education》2017,15(1):155-174
The Programme for the International Assessment of Adult Competencies (PIAAC) has recently drawn additional attention to “mathematical literacy” as an important influential factor for individuals’ life chances. High levels of mathematical literacy have thereby been linked to using mathematics in daily and working life frequently. In this paper, based on the data from Germany, we focus on the construct “use of mathematics” in two ways: First, we analyze in depth how it can be utilized to describe different groups of adults. Second, we investigate its role as predictor of mathematical competence and mediator of other relevant background variables. Results show that three groups of adults can be distinguished that use mathematics differently in daily and working life. However, the construct can sensibly be described as unidimensional. In a path model, “use of mathematics” turns out to be the strongest predictor of mathematical competence. In addition, it mediates effects of the mathematical requirements of the job, duration of education, and gender. 相似文献
19.
O. Mcnamara 《Science & Education》1995,4(3):253-266
This paper examines the basic notions of Ferdinand de Saussure (1857–1913) who was a preeminent figure in the development of linguistics and the foundation of structuralism. It suggests that a key aspect of twentieth century thought has been the growing recognition that the study of language can offer a framework through which we can develop an understanding of our world. It thus proposes that language is fundamental to the process of learning mathematics on every level whether it be through classroom discussion, group exploration, teacher exposition or individual interaction with printed material. Ensuing from this the paper investigates possible mathematical perspectives upon Saussure's ideas and explores what contribution his work can offer to enhance and enrich the interpretive framework through which we observe mathematical activity in the classroom. It takes as an example a mathematical investigation carried out by a group of 12 year old girls and develops the analysis from a Saussurian stance. The paper concludes that language is the medium through which, and in which, mathematical ideas are formed and exchanged. 相似文献
20.
Michael Otte 《Educational Studies in Mathematics》2006,61(1-2):11-38
Learning is better than knowing, generalization is more illuminating than abstract generality or universality because we perceive
and thus become conscious of change or development only. Signs and representations establish the dialectic of fixation on
the one hand and transformation on the other, which is so essential to learning and cognition. Mathematical epistemology from
a semiotic point of view therefore is above all a genetical epistemology. All real mathematical activity is concerned with
representations of mathematical entities rather than with things in themselves and with the processes of continuous transformation
of a given representation into others.
This paper tries to give an overview of the essential relationships between activity theory, epistemology and mathematical
education, using the semiotics of Charles S. Peirce as a unifying reference. It is certainly beyond the scope of such a paper
to spell out all the questions involved in every detail. Much of what is said in the four short sections to follow is calling
for further concretization and research. 相似文献