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1.
Elizabeth Reynolds 《Clearing house (Menasha, Wis.)》2013,86(2):101-103
In this article, the authors, students in an instructional technology graduate course, describe a process to create an online tutorial for teaching software. They created the tutorial for a cyber school's use. Five tutorial modules were linked together through one menu screen using the MenuBuilder feature in the Adobe Captivate program. The separate modules allowed the cyber school's students to customize their learning, whereas the entire tutorial allowed teachers to concentrate class time on teaching lesson objectives, rather than software. 相似文献
2.
Jeong-Im Choi Michael Hannafin 《Educational technology research and development : ETR & D》1997,45(3):43-55
The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem-solving
achievement, transfer, and attitude. Forty-six fifth graders participated in the five-day study. Students received either
contextualized or decontextualized instruction involving either simple or complex reasoning. Two types of achievement questions
were used, context-rich and context-poor, which required either single or multiple computational steps to solve. An interaction
was found between complexity of treatment and complexity of questions. Students who studied simple problems in decontextualized
contexts performed best on one-step questions, while students who studied complex problems in contextualized contexts performed
best on multi-step questions (p = .003). A complexity effect was also found for student attitudes toward perceived lesson
difficulty (p = .0001) as well as for perceived relevance of mathematics (p = .015). Students who studied simple problems
perceived lesson difficulty and mathematics relevance more favorably than those who studied complex problems. These findings
suggest that rich mathematical instructional contexts best support mathematics problem-solving, but simple, decontextualized
instruction yields the most favorable attitudes. 相似文献
3.
The purpose of the current article is to examine the impact of laboratory demonstrations and computer visualizations on learning in a third-year fluid mechanics course at Norwegian University of Science and Technology (NTNU). As a first step, on entering the course, students were exposed to a laboratory demonstration focusing on the nature of waves. Students were subsequently taught the theory of wave mechanics in a regular class along with exercises. Finally, the computer algebra system Maple was used to simulate physical properties of the waves using the mathematical equations. The illustrations throughout the paper are examples of some of the pedagogical devices that students were exposed to during the project. The students enjoyed the demonstrations, but there are some indications that the interventions did not help to improve learning of phenomena. 相似文献
4.
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers. 相似文献
5.
H. Van Der Schaaf J. Tramper R. Hartog M. Vermuë 《European Journal of Engineering Education》2006,31(5):619-629
One of the objectives of the process technology curriculum at Wageningen University is that students learn how to design mathematical models in the context of process engineering, using a systematic problem analysis approach. Students find it difficult to learn to design a model and little material exists to meet this learning objective. For these reasons, a set of digital tools has been developed to support students when learning to design mathematical models. The set of tools enables a process engineering student to do each step in the systematic approach for designing models while providing feedback on the actions of the student.
The current paper describes both the system, the underlying design decisions and how one such case is used in a regular educational setting. Evaluation after use in a regular educational setting shows that students are very positive about the fact that there is feedback on every step of the design process and that there is no need to deal with complicated mathematics. 相似文献
6.
在小学数学课程教学过程中,课堂练习占据重要地位,同时也是学生学习数学知识、掌握数学技能的重要方式.高效的课堂练习具有重要意义,不但有助于集中学生在课堂学习中的注意力,让他们将所学的数学知识应用到数学习题的解答中,而且高效的课堂练习还能帮助教师了解和掌握学生的学习情况,从而针对学生对数学知识掌握薄弱的地方采取针对性的策略... 相似文献
7.
混合式学习中拥有高水平在线学习力的学生能够持续、自主、深度地参与在线学习活动,这是影响在线学习质量的关键。文章基于"动机-行为"理论构建了混合式学习中大学生在线学习力的影响因素模型,提出研究假设,并通过问卷调查进行实证研究。学习动力能够对在线学习行为起导向作用,包括学习目标、个人发展;自体支持能够维持、调节学习行为,包括毅力支持、管理策略支持。研究发现:模型中学习活动对大学生的在线学习力有直接影响;自体支持和学习动力通过学习活动的中介作用,间接影响大学生的在线学习力。 相似文献
8.
The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students?? knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment involved five experimental and six control classes (N?=?106 and 138, respectively) of third-grade students. The experiment comprised 20 lessons with 73 word problems, providing a systematic overview of the basic word problem types. Teachers of the experimental classes received a booklet containing lesson plans and overhead transparencies with different types of visual representations attached to the word problems. Students themselves were invited to make drawings for each task, and group work and teacher-led discussion shaped their beliefs about the role of visual representations in word problem solving. The effect sizes of the experiment were calculated from the results of two tests: an arithmetic skill and a word problem test, and the unbiased estimates for Cohen??s d proved to be 0.20 and 0.62. There were significant changes also in experimental group students?? beliefs about mathematics. The experiment pointed to the possibility, feasibility, and importance of learning about visual representations in mathematical word problem solving as early as in grade?3 (around age 9?C10). 相似文献
9.
学生数学活动经验对于学生数学学习活动的开展、数学思想方法的领悟等方面有着十分重要的作用。经验学习理论对学生获得数学活动经验的教学具有重要的启示：为学生提供有层次性的、数学本质一样的、广泛的活动情境及足够的替代性经验,让学生经历参与、反思、内化等数学活动的全过程,及时反省、评价、抽象和运用在该过程中获得的经验,并利用“社会”因素,积极干预学习风格的不良影响,有助于学生获得充足的数学活动经验。 相似文献
10.
AbstractMany students experience mathematics as a neutral entity, without understanding its impact on social justice and equity. Students must understand that mathematics and statistics are powerful tools for creating social change, and that students themselves are capable to enact positive social change through their mathematical abilities. In this paper, we discuss how we have integrated both service learning and mathematical consulting into a single course to promote civic engagement by mathematics majors through professional applications. We outline methods to engage with community partners to create consulting projects for students while integrating discussions of professionalism, practice, ethics, and social justice into the classroom. We provide qualitative evidence that the integration of service learning and consulting empowers mathematics students to make a difference by doing social justice with mathematics. 相似文献
11.
This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to understanding when, why, and how to solve problems (Kramarski and Mevarech, Am Educ Res J 40:281–310, 2003). Sixty-four Israeli elementary teachers participated in a month-long professional development program to enhance mathematical and pedagogical knowledge. The course was part of a 3-year professional development program sponsored by the Israeli Ministry of Education. This mixed-method study included quantitative assessments of teachers' professional knowledge in mathematical problem solving for an authentic task based on Program for International Student Assessment's framework (Program for International Student Assessment, 2003) and in lesson planning, as well as qualitative interviews and videotaped observations of two teachers. Results indicated that teachers in the SRL program outperformed those in the no-SRL program on various problem solving skills (e.g., reflection and conceptual mathematical explanations) and lesson planning (e.g., task demands and teaching approach). Videotaped observations of actual teaching indicated that the SRL-trained teacher demonstrated more teaching practices that aimed to promote students' understanding and better supported students' regulation of their own learning, compared to the no-SRL-trained teacher. We discuss educational and practical implications. 相似文献
12.
《Studying Teacher Education》2013,9(2):169-181
The authors describe a journey of self-study during which one author shifted from traditional, teacher-driven approaches to a more problem-based inquiry approach to teaching mathematics. He videotaped a series of lessons taught to sixth-grade students over a semester and analyzed his teaching during discussions with his mentor at the university. The shared analysis helped him learn to involve his students more directly in their own learning. A major lesson learned was that understanding the potential value of a problem-solving approach to teaching mathematics does not guarantee corresponding changes in the classroom. Two vital elements of lesson development emerged as focal points for self-study. After first learning how to prepare worthwhile mathematical tasks, the teacher also learned the importance of implementing effective questioning strategies to help students think more deeply about the mathematics they were learning. 相似文献
13.
The aim of this mixed research is to analyze the use of flipped classroom in the educational process on financial mathematics considering data science, machine learning (linear regression) and neural network. The sample is composed of 29 people who studied the career of Marketing and took the Financial Mathematics course during the 2018 school year. The results of machine learning indicate that the consultation of the English and Spanish videos before the class, the realization of the exercises collaboratively through the spreadsheet and dissemination of the answers about the exercises through Google Drive during the class and the realization of the online exams and laboratory practices after the class positively influence the development of mathematical skills about simple interest. Data science identifies 6 predictive models about the use of flipped classroom. On the other hand, the neural network identifies the aspects of flipped classroom that most influence the development of mathematical skills during the educational process on financial mathematics. Also, the students of Marketing consider that flipped classroom allows the construction of new educational spaces through the use of technology. Finally, flipped classroom is a pedagogical model that transforms the teaching-learning conditions and updates the organization of the activities before, during and after the class.
相似文献14.
Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed. 相似文献
15.
The purpose of this article was to describe the task design and implementation of cultural artefacts in a mathematics lesson
based on the integration of modelling and conjecturing perspectives. The conceived process of integrating a soccer ball into
mathematics lessons via modelling- and conjecturing-based instruction was first detailed. Next, the paper analysed six students’
participation behaviours as they created mathematical problems, definitions, terms, representations and arguments during modelling
and conjecturing activities. Findings suggested students effectively engaged in the search for soccer ball models and solutions
to posed questions, especially the reason manufacturers prefer soccer balls constructed from regular pentagons and regular
hexagons to other types of regular polygons. 相似文献
16.
Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains. 相似文献
17.
The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning
course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums
of an online course were studied among 39 medical students. Students were able to utilise the course material in discussion
groups focusing on the lectures, quizzes and students’ own notes. Each student’s data recording of activities and individual
participation in discussion in the online course was analysed in order to assess which activities predicted learning outcome.
Higher course grades were associated with studying the course material frequently and also with regular participation in reading
postings and replying to them. There were no connections between learning outcome and the students’ original contributions
to the discussion forums. There were no statistically significant differences between male and female students in how they
utilised the various components of the learning material. 相似文献
18.
采用追踪研究设计,以小学生数学学习为例,考察新课程改革的实施效果。研究从学生对数学的基本理解与计算能力、复杂问题解决能力、数学交流与应用意识以及对数学学习的兴趣与数学素养三个方面,实证分析参加新课程与原课程两组学生之间的差异。结果表明,使用新课程的学生对数学的基本理解与计算能力从整体上表现较好,但不如使用原课程学生在此方面的优势明显;与使用原课程学生相比,使用新课程的学生在高层次思维能力方面表现出明显优势,新课程比较明显地提高了学生的复杂问题解决能力、数学表达与交流及应用意识;新课程提高了学生学习数学的兴趣,学生也形成了良好的数学素养。 相似文献
19.
微积分思想是微积分知识的精髓,是知识转化为能力的桥梁。只有充分认识和领悟微积分思想、方法的来源,学生才能真正地理解、领会与应用微积分知识来分析、解决实际问题。在《高等数学》课程教学过程中,实施融入数学史素材,挖掘微积分思想源头,充实教学内容、更新教学设计、丰富课堂教学方式和课后练习,以求达到降低数学内容抽象性和学生学习数学的恐惧感,提升学生学习数学的兴趣与应用数学的意识和发现、分析、解决问题的能力。 相似文献
20.
Akihiko Saeki Akiko Ujiie Masami Tsukihashi 《Community College Journal of Research & Practice》2013,37(5-6):417-424
Since April, 1996, Kanazawa Technical College has offered a cross-curricular course for first-year and second-year students using a TI-83 (Graphing Calculator) and a Computer Based Laboratory (CBL). The goal of the course is for students to learn about the connection between mathematics and physics through hands-on activities. Students conduct experiments on the motion of a person walking, the dropping of an object, the cooling rate of water, the motion of a swinging pendulum, and sound waves. This is the first time that the TI-83 calculator and the CBL have been used in Japan to explore physical phenomena in a classroom situation based on the Japanese curriculum for mathematics and physics. The following findings were obtained: Most students (a) replaced their naive assumptions regarding the laws of physics with scientific concepts; (b) independently made connections between the results of experiments and their previous mathematical knowledge; (c) reported that their level of interest in physical phenomena and science had either not decreased or had improved, (d) valued mathematics more, and (e) realized the importance of cooperative work. The use of CBLs and TI-83s changed not only the authors teaching style but also students attitudes. Students had ownership of their experiments, and they engaged in higher-order thinking skills such as making predictions, analyzing data, and modeling data with equations. As a result, students became more interested in learning mathematics and science. 相似文献