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1.
Bob Ives 《Learning disabilities research & practice》2007,22(2):110-118
Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2–3 week posttest. 相似文献
2.
The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (N?=?111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.
相似文献3.
图形组织者是将信息进行视觉转换和呈现的方式,它是视觉形式的元认知工具,有助于对信息进行搜集、分析、综合及展示.在英语篇幸写作教学中,教师可以经常使用图形组织者策略帮助学生构思文章结构、组织材料、拓展思路,从而提高学生的写作水平和培养他们的创造性思维能力. 相似文献
4.
刘加霞 《北京教育学院学报》2002,16(2):39-42
本文以当代教育心理学的研究成果为基础,结合笔者的教学实践,提出通过设计"先行组织者",来提高成人院校非数学专业高等数学课的课堂教学效率.实践证明,高等数学教学中设计"先行组织者"的尝试取得了很好的教学效果. 相似文献
5.
Hector R. Ponce Richard E. Mayer Mario J. Lopez 《Educational technology research and development : ETR & D》2013,61(5):819-840
This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30. 相似文献
6.
There is a consensus regarding the fact that students encounter difficulties in understanding scientific concepts, such as the particulate nature of matter, the mole, and the interpretation of chemical symbols. Researchers and practitioners have been looking for teaching methods to improve students' understanding of quantitative chemistry and their ability to solve related problems. This study describes the Multidimensional Analysis System (MAS), an approach to constructing, classifying, and analyzing quantitative chemistry problems. MAS enables classification based on complexity and transformation levels of a quantitative problem. We define three transformation levels: symbol ? macro, symbol ? micro, and symbol ? process. Applying this framework to teaching and research, we investigated the relationships between MAS‐classified chemistry problems and student achievement in solving these problems. The research population, 241 high school chemistry students, studied problem solving according to MAS for 9 weeks; the control group studied the same topic for the same duration in the traditional way. Student achievement was sorted by mathematics level and gender. We found that the success rate of the entire student population in solving these problems decreased as the problem difficulty increased. Experimental group students scored significantly higher than their control group peers. The improvement in student achievement was significantly dependent on the pretest score and the mathematics level, and independent of gender. Students who studied mathematics in the basic level benefited significantly more from MAS‐based teaching than their peers, whose mathematics level was advanced. Based on the research findings, we recommend applying the multidimensional analysis approach while teaching quantitative problems in chemistry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 278–302, 2003 相似文献
7.
Kyungbin Kwon Suhkyung Shin Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503
The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them. 相似文献
8.
估算在解决一些生活实际问题和检验计算结果合理性等方面有突出的价值,对中、美两国学生估算能力的调查研究,发现估算教学越来越受到重视,而中国学生在大数的估计、估算策略的优化及解决难题等方面明显优于美国学生,其根源在于中国学生对数学的重视程度以及在数学上所花的时间远大于美国学生,所以对数学基础知识和基本技能也就是"双基"的掌握更为扎实。 相似文献
9.
在培智数学教学中 ,笔者应用生活化教学法进行以下五方面内容的教学 :用生活化教学法进行式题、应用题、图形表象的教学 ;对教材中本来就生活化的内容进行教学 ;用生活化教学方法进行主题教学 ,使数学贴近弱智学生的生活实际 ,从而提高数学教学的效果。 相似文献
10.
Héctor R. Ponce Richard E. Mayer Mario J. López María Soledad Loyola 《Instructional Science》2018,46(6):973-988
This study examines the effects of including interactive graphic organizers into a whole-class PowerPoint lesson as an instructional approach intended to improve student engagement and generative learning in schools. A software application was developed and integrated into PowerPoint that makes it possible for the instructor to fill in empty graphic organizers during PowerPoint projection mode. The participants were 152 fourth-grade students selected from three schools that were grouped in four classrooms. Each classroom was divided in two groups—graphic organizer and content-based. The graphic organizer group was taught using an 11-slide PowerPoint presentation on a social study topic that included two empty graphic organizers plus two additional slides explaining how to make a comparison. The content-based group was taught using the same presentation but without these additional slides plus a set of questions students had to answer as a class activity. The lessons were recorded and the verbal statements between instructor and students examined using the Flanders Interaction Analysis System. Results indicated significant differences in how instructors and students interacted in each group, including more questions asked by teachers (d?=?1.99) and more students participating in the classroom discussion in the graphic organizer group (d?=?1.76). Learning outcomes showed that the graphic organizer group outperformed the content-based group on a memory test (d?=?.45) and a comprehension test (d?=?.44). These results encourage the use of graphic organizers as an instructional approach, and are consistent with a generative theory of learning. 相似文献
11.
Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors. 相似文献
12.
《Contemporary educational psychology》2002,27(1):118-131
In two experiments, students read a chapter-length text accompanied by seven outlines or graphic organizers. Students then performed 10 trials where they either viewed an image or listened to a sound, were tested on comprehension of the text, and then were tested on recognition of the image or sound. In both experiments, students who studied graphic organizers performed worse on the visual task, and in the second experiment, students who studied outlines performed worse on the auditory task. These results provide evidence that graphic organizers are encoded in a more visual format than outlines, whereas outlines are encoded in a more auditory format than graphic organizers. Results are also supportive of both conjoint retention (Kulhavy, Lee, & Caterino, 1985) and dual coding (Paivio, 1986) models of text learning and help to explain why graphic organizers are more effective than outlines in helping students learn concept relations in text. 相似文献
13.
《师资教育杂志》2012,38(2):93-94
An important social concern in mathematics education is that the educational attainment of pupils may be influenced by teachers' competence in the curricular area they are teaching. This paper provides some insight into the relationship between student primary teachers' mathematics subject knowledge and their reported confidence to teach that subject. Eighty Bachelor of Education first year students completed an attitudes survey as well as an online mathematics competence test which consisted of 28 randomly generated questions from a bank of approximately 300 questions based on the attainment targets of the Scottish curriculum 5–14 document at level F with some E. Students were asked to rank teacher attributes. Though 98% of the students ranked basic numeracy skills as the most important, 65% of the cohort did not possess these skills. Moreover 95% suggested confidence was important, but confidence levels were found to be low even among students with higher than minimum entry requirements to the undergraduate primary teaching programme. It is perhaps not the level of mathematics that needs to be changed but the nature of mathematics taught and learned at that level that needs to be addressed. This in turn has implications for the approaches and the programmes deployed by Initial Teacher Education courses. 相似文献
14.
高职师范专业数学课程的改革,应关注人的发展,面向全体学生,联系现实生活,学以致用。教师的角色应从单一的知识传授者,向学习活动的组织者、引导者和合作者转换,并且把现代化的教学手段和技术应用到课堂教学之中。 相似文献
15.
Previous research concerning the graphic or visual display of information with academically handicapped students has not addressed the instructional conditions that exist in mainstream settings. This article investigates the effectiveness of graphic organizers for three classifications of secondary students enrolled in content area classes: students with learning disabilities, remedial students, and students in regular education. The results of three separate experiments indicated that graphic organizers, whether teacher-directed, student-directed with text references, or student-directed with clues, produced significantly higher performance than self-study for each group of students. Several practical issues involving the use of graphic organizers with heterogeneous groups of secondary students are discussed. 相似文献
16.
Corine Castela 《Educational Studies in Mathematics》2004,57(1):33-63
The aim of the research presented in this paper is to contribute to our knowledge about problem solving in mathematics. My
purpose in this paper is to compare, from this point of view, two very different institutions in the French tertiary education
system, with the intention to interpret the chronic inequality of performance in problem solving between populations of mathematics
students coming from these institutions. Problem solving knowledge and skills are not an explicit objective of teaching and
their development depends largely on the student's private mathematical activity. This hypothesis is the reason why the inquiry
aims at comparing mathematics students' ways of working as they study in both institutions. The results of the research are
interpreted, on the institutional level, as effects of differences between the two teaching systems.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
何双 《佳木斯教育学院学报》2012,(5):231-232
基于高职学生数学学习的现状和数学教学软件的图形功能特点,本文通过Mathematica和MatLab软件实现了函数的绘图功能的实例,介绍了该软件在高职数学空间图形处理上的应用。 相似文献
18.
Philip C. Clarkson 《Educational Studies in Mathematics》2007,64(2):191-215
Bilingual students have, at times, been thought to be at a disadvantage in learning mathematics because of an assumed interference
between their two languages. Earlier research, confirmed again in this study, shows that this is a naive view to take. Although
some bilingual students do have a harder time, others seem to be at an advantage. This study explores the use that bilingual
students who are succeeding in mathematics make of their two languages. These students seem to have better metalinguistics
skills that allow them to self-correct when solving problems, and are perhaps more confident in their approach to solving
difficult problems. It also appears that students in this study switched between languages in early years of schooling, but
only used English by the time they were completing elementary school.
This project was supported by an Australian Research Council Large Grant, an Australian Research Council Small Grant, and
by internal research grants from Australian Catholic University. 相似文献
19.
曾皓 《成都教育学院学报》2009,23(10):124-125
在数学教学中会遇到具有探究价值的问题,及时捕捉,启发学生运用归纳、类比、猜想的思维方法,将问题横向联系,纵向拓展,对激发学生学习兴趣、提升学习能力、挖掘学习潜能很有帮助。为此,从一道与椭圆有关的解析几何题出发,运用猜想方法,由表及里,探求出问题本质;用归纳法纵向延伸,归纳出一般结论;用类比法横向拓展,类比椭圆、双曲线共有的两个性质,实现从解一题到通一类、会一法的跨越。 相似文献
20.
Michael George Leonid Khazanov Chris McCarthy 《Community College Journal of Research & Practice》2013,37(11):1022-1038
Remedial mathematics at the college level has evidenced strikingly low retention and passing rates. It has been shown that at least 25% of the variation in student performance is explained by students’ affective variables such as attitudes, study skills, and mathematics anxiety. This study endeavored to address affective variables by: (a) incorporating the teaching of study skills into an elementary algebra course; and (b) identifying at-risk students and assigning these students “coaches,” who functioned both as tutors and counselors, providing regular personalized assistance. The results showed that the attrition rate was significantly lower in the treatment groups, and the overall passing rate for coached students was significantly higher. 相似文献