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1.
This paper problematises confidence as a frequently used explanation for performance in the mathematics classroom. I report on an interview-based study of how some English Advanced level (16+) students who have chosen to study mathematics, and their teachers, speak about confidence with respect to the learning of mathematics. I outline what constitutes confident learners for these teachers and, differently, for their students and what the students feel teachers could do to improve the students confident state. I discuss the implications of this for the education of prospective teachers of mathematics.  相似文献   

2.
The purpose of this paper is to identify the factors that predict students perceptions of their institutions success in achieving a positive climate for diversity. This study examines a sample of 544 students at a large, public, predominantly White Mid-Western institution. Results show that students perceptions of the institutions ability to achieve a positive climate for diversity is a reflection of students precollege interactions with diverse peers and the institutions ability to incorporate diversity-related issues into its curriculum. Results also indicate that these perceptions differ by race and gender. Implications for institutional researchers are discussed.  相似文献   

3.
This study examined students alternative conceptions of reptiles and amphibians and the extent to which these conceptions remain intact through the elementary (grades 4 and 6), junior, and senior high school years. We administered multiple-choice and free-response instruments to a total of 513 students and interviewed at least 20 students at each educational level to get an in-depth view of their original conceptions. Then, we developed and administered a two-tier multiple choice diagnostic instrumentto assess various levels of students understanding of amphibians and reptiles(N=1267). The results showed that most students were able to classify snakes as reptiles, whereas fewer than 30% of the students across different ages classified sea turtles as reptiles; the remaining 70% classified sea turtles as amphibians. More students were able to correctly classify frogs as amphibians than toads. In most instances, students correctly classified prototypical representatives of the two animal classes more readily than less exemplary representatives, a finding that supports previous research (Trowbridge, J.E. andMintzes, J.J. (1988). Alternative conceptions in animal classification: A cross-age study. Journal of Research in Science Teaching, 25(7), 547–571). Interestingly, the alternative views of sea turtles as amphibians remained intact throughout the school years. Interview data indicated that students classified sea turtles as amphibians largely because sea turtles are able to live in terrestrial and aquatic habitats. Semantically, amphi means living on land and in water. When asked to distinguish between reptiles and amphibians and to classify several species into those two groups, a wide range of alternative conceptions emerged and the origin of those alternative conceptions are discussed. Similar results were obtained when we applied a two-tier multiple-choice diagnostic instrument to assess students understanding of amphibians and reptiles.  相似文献   

4.
Many mathematics departments usually teach a variety of courses for students from different science departments and even from different faculties. These service courses are usually taught in the same way as the courses for mathematics major students. However, in science, because of the need to better analyse and interpret experimental data and the increased use of mathematical tools in chemistry and geology textbooks, it is becoming necessary to teach these science students quantitative skills beyond the scope of first year mathematics courses. This paper describes the design of a one-semester second year mathematics course, mainly for chemistry and geology students, with three specific objectives: to develop students ability to quantitatively analyse problems arising in their own field, to illustrate the great utility of mathematical models to provide answers to key chemistry and geology problems, to develop students appreciation of the diversity of mathematical approaches potentially useful in the chemical and geological sciences.  相似文献   

5.
Given issues related to differences in learner characteristics, effective sampling across the content domain, and recent emphases on assessing meaningfully contextualised abilities and higher-order cognitive processes, the traditional mathematics test arguably does not provide a valid measure of student ability. Consequently, there is a need to incorporate alternative methods of assessment that are able to effectively assess the range of students mathematical abilities. The present study investigated methods of assessment used by 60 mathematics teachers from 11 secondary schools in metropolitan Sydney, as well as their attitudes to a range of alternative assessment methods, together with reasons why they would or would not implement these. Results showed that teachers were satisfied with traditional tests as valid measures of student ability, particularly for senior school years. Teachers generally did not favour implementing alternative assessment methods, although those with the least years teaching experience reported more positive attitudes. A major concern raised by teachers about the use of alternative assessment methods related to their perceived subjectivity. Explanations for these findings are advanced for teachers who have varying lengths of teaching experience.  相似文献   

6.
An earlier research project, the Concepts in Secondary Mathematics and Science (Mathematics) project, identified both a hierarchy of levels of understanding in different areas of secondary mathematics, and a number of particular errors which were made by significant proportions of the children tested. Preliminary consideration of these errors and the strategies which appear to have given rise to them suggests that the use of informal naive methods which are limited in their applicability is widespread even at fourth-year level. The suggestion is made that there may be two systems of mathematics coexisting in the secondary school classroom: the formal taught system, and a system of child-methods which are based upon a counting, adding-on or building-up approach, and by which children attempt to solve mathematical problems within a human-sense framework. The difficulties which some children appear to experience in mathematics is suggested to be due in part to these children's non-initiation into the formal taught system. The implication of such a view for teaching and research are indicated.  相似文献   

7.
summary This article presents a case study class response to Mildred Taylors now classic and widely read novel, Roll of Thunder Hear My Cry. Through data collected during one school year, the ways urban, adolescent students use their contemporary lenses to interpret the literary theme of confronting, overcoming and challenging racism are discussed. The participants responses are organized into four reader response categories that explicate the complex and interactive interpretations developed by the children while reading the novel. In addition to providing insights about the participants textual understanding, pedagogical findings indicate that the book can also be used to explore the nature of racism while creating a safe space to confront and more deeply understand racisms impact on the past as well as the students current reality.  相似文献   

8.
This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed.  相似文献   

9.
Cross-cultural research, especially in the area of counselling, has received considerable attention in the professional literature. Closer inspection of published research reveals that most often the variable of race is considered central. Some crucial cross-cultural variables have been ignored in favour of the racial factor. This paper discusses some of these conspicuous cultural factors which are relevant to the counselling process. In addition, some research-specific problems in the cultural arena of investigation are considered. The need of effective models for counselling in a culturally mosaic society such as Canada is stressed.Paper presented at the ninth IRTAC, Greece, April 1980.  相似文献   

10.
Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students performance on these three assessments were compared with the science section of Taiwans Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p<0.01). We found that our three authentic assessments were better in evaluating students authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students cognition in science.  相似文献   

11.
A recent book by Frank Swetz and others has postulated the existence of the phenomenon socialist mathematics education. In this paper we consider critically Swet's arguments and assertions and suggest an alternative methodology whereby one might attempt to describe socialist mathematics education.  相似文献   

12.
This article presents examples that illustrate how teachers use childrens literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of childrens literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers ideological positions relate to their use of childrens literature in the teaching of mathematics. The study examines two research questionsCan an instructional tool be developed that will highlight for teachers the different ways in which they and others use childrens literature to teach mathematics? and Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)? Study results indicate that both questions can be answered in the affirmative.  相似文献   

13.
This paper suggests a theoretical framework to deal with some well known phenomena in mathematical behavior. Assuming that the notions conceptual and analytical are clear enough in the domain of mathematical thinking, the notions pseudo-conceptual and pseudo-analytical are proposed and explained. Examples from mathematics classrooms, mathematics exams, and homework assignments are analyzed and discussed within the proposed theoretical framework.The notions pseudo-conceptual and pseudo-analytical proposed in this paper, actually narrow the extension of the notion cognitive by restricting it to the domain of meaningful contexts. Analysis of meaningless behaviors, it is claimed, requires a different theoretical framework. The attempt to analyze meaningless behaviors in the same way as meaningful behaviors is called here the cognitive approach fallacy.  相似文献   

14.
This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions. Kaye Stacey: Author for correspondence.  相似文献   

15.
This study has reviewed the last two decades of student conception research in solution chemistry pertaining to aims, methods of exploring students conception, general knowledge claims, students conceptions and difficulties, and conceptual change studies. The aims of solution chemistry studies have been to assess students understanding level of solution chemistry and in some studies compare understanding based on age and year at school or college. The methods of exploring students conceptions consisted of interviews, paper and pencil surveys (open-ended questions and multiple-choice questions), free writing and drawings and the validity of these methods have been highlighted. The general knowledge claims synthesized in this study are students (a) attending to mechanical events, (b) preference for everyday language usage over chemical language, (c) confusing solution chemistry with non-related concepts, (d) lack of sub-microscopic explanation for macroscopic observation, (e) difficulty with visualizing and representing sub-microscopic ideas, (f) difficulty with symbolic representations, (g) inconsistent explanations, (h) development of student understanding with age, and (i) development of conservation reasoning with age. To incorporate students conceptions, conceptual change studies have used strategies such as worksheet, analogy, collaboratively working with a teacher, hypermedia, and group exploration. The results of conceptual change studies generally have had a positive impact enabling students to consider their ideas and develop plausible models of solution chemistry. For improvement of student learning in chemistry, this review of solution chemistry studies sheds light on teacher thinking and capacity building with respect to explicitly incorporating students conceptions into chemistry curriculum; practicing research-based strategies; forging links among types of chemical knowledge; collaborating for experimental teaching; and conducting further research.  相似文献   

16.
The paper investigates conceptual relationships between the Continuous and the Discrete. Differentiation, integration and the fundamental theorem of calculus are based on corresponding operators and a corresponding theorem with functions on finite domains (discrete functions). The final section discusses the possibilities for introducing elements of a discrete analysis into the mathematics curriculum.  相似文献   

17.
This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.  相似文献   

18.
Drawing on John Milton's Paradise Lost and on motifs found within Gnostic mythology and the poetry of William Blake, this article explores Philip Pullman's reworking of the Judeo-Christian myth of the Fall. At the centre of this investigation is Dust: a conventional metaphor for human physicality inspired by God's judgment on humanity. This article suggests that Dust is re-presented in the trilogy in a more positive manner through the development of Milton's metaphor of the dark materials into a substance in which good and evil, and spirit and matter—conceptual opposites that form the basis of religious dualism—coexist.  相似文献   

19.
Compared to studies in general education, authority has received little attention in mathematics education, despite an increasing interest in sociological perspectives in mathematics classroom research. The subject of authority is particularly important in mathematics education, on the one hand, because of the immense authority mathematics itself seems to possess and pass on to its practitioners, but also, on the other hand, because of the anti-authoritarianism present, to some degree, in many trends in mathematics education such as cooperative learning approaches and constructivist pedagogies. Such an anti-authoritarian stance appears justified by data from an 8th grade mathematics classroom (supplemented with data from a second 8th grade classroom) which suggest that teachers possess immense authority in the eyes of the students and that this and other authority relations are strongly evident in the students non-reflective ways of interacting not only with their teachers but also among themselves. However, theoretical considerations on authority show that the problem may not be authority per se but the way one conceives the notion of authority, that there exist kinds of authority, such as Bennes anthropogogical authority, which can encourage reflective and also fruitful collaborative work.  相似文献   

20.
Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks.  相似文献   

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