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1.
Abstract

The distribution of inter-test sums of squares for 7,021 freshmen was found to be markedly skewed positively. Formens high variability was usually due to a relatively lower English score; for women, a lower mathematics score. The “high-variables” (sum of squares 100 or more) had higher variances on each of the tests than did the “low-variables.” High-variable men were most likely to have mathematics as their highest score and social studies as lowest; for women, high social studies and low mathematics was the most likely combination. For men, the numbers of “high- variables” majoring In mathematics and “low-variables” in English were disproportionately high. Fathers of high- variable men had an education that was either higher or lower than the modal level for all the fathers.  相似文献   

2.
Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.  相似文献   

3.
Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego‐resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this study, we investigated the specific influence of MA, test‐ and GA, and ego‐resiliency on mathematics performance after controlling for intelligence. Children from grades 5 to 8 (N = 274) were assessed with self‐report tools measuring MA, test and GA, and ego‐resiliency, and completed intelligence and mathematical tasks. The results of structural equation models showed that MA had a main negative effect on mathematics performance, over and above the effect of test‐ and GA. Ego‐resiliency had a positive effect on mathematics performance, and was negatively associated with GA. Our findings are discussed in terms of the implications for intervention programs to reduce anxiety and sustain ego‐resiliency.  相似文献   

4.
Abstract

South Africa finds itself with skills shortages in scientifically oriented professions. A major contributor to this has been students’ failure in mathematics. This study set out to identify students who self-reported mathematics anxiety and determine if this was a factor in their studies. Participants were 204 mathematics first-year students registered for degrees in Engineering, Information Technology, and Natural Science. Included in this group were Foundation Year students. Results indicated that the majority of students admitted to higher levels of anxiety. With respect to the different degree programmes, chemistry students reported higher anxiety. Specifically, a negative association was established between performance and mathematics evaluation anxiety. It is concluded that lecturers through investigations such as this can identify and isolate highly anxious mathematics students. Such students may receive remedial psychological help or at least, lecturers may revise their presentation methods to suit these particular students. The study also concluded that there are underlying problems within the teaching and learning of mathematics among the study sample. As is typical of this type of investigation, a number of questions remain unanswered such as what the sources of students’ mathematics anxiety are and how these relate to the variables investigated here. A follow-up study will focus more closely on these issues.  相似文献   

5.
In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.  相似文献   

6.
Every student who enrols in a degree programme involving service mathematics in the University of Limerick in Ireland is given a mathematics diagnostic test. The diagnostic test was developed due to mathematics lecturers’ anxiety regarding students’ mathematical competency levels. Students receive the 40 question paper-based test in their first service mathematics lecture without prior notification. Initial analysis of students’ work revealed that many students were having difficulties with basic algebra and arithmetic in particular [Gill, O. 2006. “What Counts as Service Mathematics? An Investigation into the ‘Mathematics Problem’ in Ireland.” PhD diss., University of Limerick]. Further research highlighted the significant decline in diagnostic test performance and the changing profile of service mathematics students between 1998 and 2008 [Faulkner, Fiona, Ailish Hannigan, and Olivia Gill. 2010. “Trends in the Mathematical Competency of University Entrants in Ireland by Leaving Certificate Mathematics Grade.” Teaching Mathematics and Its Applications 29 (2): 76–93]. One of the most notable changes to the student profile over time was the increase in mature students (non-standard students) entering service mathematics programmes. Although non-standard students had a lower mean performance in the diagnostic test, they were found to have a higher mean performance in some cases in service mathematics compared to standard students. This paper explores some of the possible reasons for such findings.  相似文献   

7.
Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two‐stage collaborative examinations were implemented to improve test‐taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in “C” students when compared to “A” students: P < 0.00006 and “B” students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in “high stakes” courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409–422. © 2017 American Association of Anatomists.  相似文献   

8.
Ugur Sak 《Roeper Review》2013,35(4):216-222

In this case study the author explored a teacher's beliefs about creativity and gifted‐ness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi‐structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are “free thinkers” and have “imaginative intelligence.” The thin line between an academically gifted child and a creatively gifted child is built by “imagination,” “emotional intensity,” and “curiosity.” In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories.  相似文献   

9.
The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration—within the various science courses—of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that
  • (a) Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and “remembering,” that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., “take-home”–type examinations).
  • (b) Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.
  • (c) The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.
  • (d) Although teachers are aware of the student preferences, they persist in giving their students their own “pet”-type examinations.
These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.  相似文献   

10.
Abstract

Mathematics for liberal arts courses are a staple of most mathematics departments and are often populated with students who have disengaged from mathematics. Inquiry-based learning is a student-centered pedagogical tool for re-engaging students in mathematics. In this paper, we introduce a Special Issue of PRIMUS on “Using Inquiry-Based Learning in Mathematics for Liberal Arts Courses.”  相似文献   

11.
We designed support for volitional control with four stages for goal initiation (“Want it”), goal formation (“Plan for it”), action control (“Do it”), and emotion control (“Finish it”) based on theories and models of volition. We implemented the support in mathematics courses offered at a community college. We examined the effects of volitional control support on students’ motivation (i.e., intrinsic value, self-efficacy), emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom), effort regulation, and achievement. We found significant effects of the volitional control support on intrinsic value, enjoyment, anger, anxiety, and boredom. Findings are discussed to improve the design and development of the volitional control support. Limitations and implications of the study are presented as well.  相似文献   

12.
Russell D. Blyth 《PRIMUS》2015,25(3):265-278
Abstract

The author has taught an inquiry-based liberal arts mathematics class using the text “The Heart of Mathematics: An Invitation to Effective Thinking” by Edward B. Burger and Michael Starbird a total of 20 times since Spring 2001. The students in this class have almost all been in non-technical majors and many started the semester with negative or ambivalent attitudes toward mathematics based on their prior experiences. The author has gathered responses from students in this class that illustrate significant changes in their attitudes towards mathematics during the course. In particular, the responses gathered at the end of the semester are often eloquent about understanding the great ideas of mathematics that students confronted in this course and about seeing many more and varied connections between mathematics and the “real world” than they had previously realized existed.  相似文献   

13.
ABSTRACT

This study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning process). Surveys and a semi-structured open questionnaire were used for data collection, including a basic information questionnaire (to understand the participants’ backgrounds), a questionnaire on learning motivation (the Motivated Strategies for Learning Questionnaire, MSLQ), a test of learning achievements in mathematics, and a semi-structured open-ended questionnaire (to understand the learners’ feelings). Quantitative analysis results showed that flipped classrooms integrated with MOOCs and game-based learning can enhance students’ learning motivation and outcomes. Specifically, compared with students with high self-confidence in learning mathematics, students with low and medium levels of self-confidence showed significantly greater improvement in overall learning motivation. Significantly more enhancements were found for the expectation component of “soldiers” (students with relatively lower learning achievements) than for “generals” (students with higher learning achievements). Furthermore, students in the eighth grade showed significantly greater progress in academic performance than did students in the seventh grade.  相似文献   

14.
Abstract

The purpose of this study was to examine the psychosocial effects of reading instruction upon a class of kindergartners. Pre-testing established the substantial equivalence of this group to two control groups in intelligence, reading readiness, personal-social adjustment, and socioeconomic status. The experimental group received regular instruction in reading from an experienced first grade teacher during the second trimester and one half (January to June) of the 1963-64 school year. Post-test data indicated that boys displayed less acceptable classroom behavior as a by-product of such instruction. Parents were favorable to the instruction, but the teachers involved were less so. The teachers maintained that the children, although interested, had to “work too hard” to master the task of reading.  相似文献   

15.
This study set out to examine whether Chinese parents, more than people from other nations, over-estimate the intelligence of their son (little emperor) compared to their daughter. In this study, 155 pairs of married couples from mainland China estimated their own, their partner’s and their only child’s overall intelligence and 13 “multiple intelligences.” They also completed a short measure of the Big Five personality traits. Replicating previous studies, fathers rated themselves higher than mothers for almost all types of intelligence. Results revealed, however, no parental sex differences in the estimates of children’s multiple intelligences. Both parents attributed higher overall, verbal, and musical intelligence, but lower existential intelligence to their child than to themselves. Multiple regressions indicated that estimates of verbal, logical–mathematical, spatial and intrapersonal intelligence were the best predictors of estimates of overall intelligence. Participants’ openness and neuroticism were significant predictors of self-rated intelligence. The results were interpreted in relation to specific Chinese social and cultural influences, though there seemed to be no “little emperor” effect.  相似文献   

16.
This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders’ mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public elementary schools. The data have been collected by administering the “Math Achievement Test”, “Metacognition Inventory” and the “Math Anxiety Scale”. The “KWL strategy” was used in teaching mathematics to the study group whereas the control group was taught using the “traditional method”. The results of the study showed that employing the “KWL strategy” in 6th grade mathematics can be effective in increasing achievement and metacognition while it was no efficient than the traditional method regarding the reduction of anxiety.  相似文献   

17.
Abstract

In the present study the relationship between teaching and learning was examined using a conceptual framework that links dimensions of instructional tasks with gains in student learning outcomes. The greatest student gains on a performance assessment consisting of tasks that require high levels of mathematical thinking and reasoning were related to the use of instructional tasks that engaged students in the “doing of mathematics” or the use of procedures with connections to meaning. In addition, student performance gains were greater for those sites whose tasks were both set up and implemented to encourage the use of multiple solution strategies, multiple representations, and explanations. Whereas, student performance gains were relatively small for those sites whose tasks tended to be both set up and implemented in a procedural manner and that required a single solution strategy, single representations, and little or no mathematical communication.  相似文献   

18.
Abstract

The purpose of this study was to investigate the relative effect of two different instructional styles, “discovery” and “expository,” on the change in learning performance of subjects of contrasting cognitive styles, field dependent and field independent. Based on the administration of the Group Embedded Figures Test, sixty-four subjects (thirty-two field dependent and thirty-two field independent) were randomly assigned to one of nine experimental groups (three expository experimental groups, three discovery experimental groups, and three no-treatment groups). The Behavior Modification Achievement Test, an original research instrument, was administered to all subjects on a pretest-posttest basis to measure change in learning performance. ANOVA revealed no significant interaction tied to the manipulation of the independent variable.  相似文献   

19.
ABSTRACT

The rapid expansion of primary education in Ethiopia has enabled most children to attend primary education—or at least to start schooling. This expansion, however, is largely “symbolic” rather than “substantive” where “substantive” refers to access that generates meaningful learning. The article explores spatial inequality in access to meaningful learning in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, “access-to-learning” is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival (access) and test score (quality). Moreover, the “zones of exclusion” framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research.  相似文献   

20.
Robert Talbert 《PRIMUS》2015,25(8):614-626
Abstract

In this paper, we examine the benefits of employing an inverted or “flipped” class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of “sociomathematical norms” and self-regulated learning strategies, are discussed along with ways that the inverted classroom can address these issues. Finally, results from the redesign of a Transition-to-Poof class at the author’s university are given and discussed.  相似文献   

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