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1.
Higinio Dominguez Carlos A. LópezLeiva Lena Licón Khisty 《Educational Studies in Mathematics》2014,85(1):143-160
In this paper, we explored how engagement developed over time during a proportional reasoning unit for a group of US bilingual Latino/a students, with particular attention to aspects of social and cultural activity that supported students’ engagement. Our findings suggest that student mathematical engagement developed primarily as a relational process characterized by students’ social relations across time, their understandings about their relationships with mathematics, and the important relations emerging across proportional reasoning ideas. 相似文献
2.
Lena Löfgren Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students
develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age
in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations
of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year
the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of
water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of
how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews
with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings
can contribute to an improvement of teaching about transformations of matter is discussed. 相似文献
3.
Reuven Babai Hanna Zilber Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2010,8(1):185-201
This study investigates the effect on student performance in drawing their attention to relevant task variables, focusing
on accuracy of responses and reaction times. We chose this methodology in order to better understand how such interventions
affect the reasoning process. The study employs a geometry task in which the irrelevant salient variable (area) interferes
with the reasoning process related to perimeter comparison. We compared eighth graders’ performances in a pretest and a posttest,
with or without intervention. The posttest results showed that raising students’ awareness of the relevant task variable activates
effortful and time-consuming control mechanisms which help them overcome the interference of the irrelevant variable. The
paper discusses the educational importance of helping students to attend selectively to relevant information in order to overcome
interference, thus promoting logical reasoning. 相似文献
4.
Mansoor Niaz 《科学教学研究杂志》1989,26(9):785-793
A large proportion of science major college students are unable to translate even simple sentences into algebraic equations. Given the following sentence: There are six times as many students (S) as professors (P) at this university, most students write the following equation: 6S = P, referred to as the reversal error. In order to overcome the reversal error students need to operate in a hypothetico-deductive manner, i.e., performing a hypothetical operation that makes the group of professors six times larger than it really is (S = 6P). The objective of this study is to investigate the relation between student ability to translate sentences into equations, equations into sentences, and student performance in the following variables: formal operational reasoning, proportional reasoning, and introductory freshmen-level chemistry course. The results obtained show that as the student ability to translate sentences into equations and equations into sentences increases, their mean scores in Chemistry I, formal operational, and proportional reasoning increases. This study has found support for the hypothesis that students who lack formal operational reasoning skills (hypothetico-deductive reasoning) may experience more problems in the translation of algebraic equations. 相似文献
5.
We report on how two middle-grade teachers supported their students’ mathematical reasoning within the context of a novel
modeling task in data analysis. We examine how the task features supported the development of teachers’ knowledge as their
students engaged with the task. Analyses of the teachers’ practices suggest that the task features enabled teachers: (a) to
develop new understandings of the mathematical content and the ways in which student ideas develop and are represented; (b)
to adopt new roles in their interactions with the students, including a focus on listening and observing, and on asking questions
for understanding and clarification; and (c) to engage in forms of interpretative listening that shifted the role of evaluation
from the teacher to the student.
This material is based upon work supported by the National Science Foundation (NSF) under Grant No. 9722235 and by the Australian
Research Council (ARC). 相似文献
6.
Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual
students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources
included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations
in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of
the sixth-grade girls actively recruited by their teachers to attend the district’s magnet school program for their upcoming
seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making
process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional
opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings).
In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth. 相似文献
7.
Ivy Kidron 《Educational Studies in Mathematics》2011,78(1):109-126
We explore conditions for productive synthesis between formal reasoning and intuitive representations through analysis of
college students’ understanding of the limit concept in the definition of the derivative. In particular, we compare and contrast
cognitive processes that accompany different manifestations of persistence of intuitions and tacit models that coexist with
students’ logical reasoning. The students are highly trained in mathematics. We encounter expressions of the persistence and
impact of intuitions and tacit pictorial models as described by Fischbein. But we also observe some new characterization of
persistence of tacit models in which the tacit pictorial model continues to interfere in the student’s reasoning process,
coexists with a logical reasoning but does not prevent the student from reaching a feeling of logical consistency. The empirical
analysis and the theoretical discussion offered in the present paper permit us to highlight this very special integration
of the formal and the intuitive components of the reasoning process. 相似文献
8.
Javier Rosales Josetxu Orrantia Santiago Vicente Jose M. Chamoso 《European Journal of Psychology of Education - EJPE》2008,23(3):275-294
In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal
arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive
processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what
is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that
both groups of teachers are different in how they direct the student’s attention toward the essential aspects implied in the
resolution of word problem. On the one hand, the in-service teachers guaranteed students’ understanding of the problem before
dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service
teachers allowed a high level of student participation, while student teachers took a more prominent role so children’s participation
was lower. 相似文献
9.
Wim Van Dooren Dirk De Bock Fien Depaepe Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2003,53(2):113-138
Previous research has shown that – due to the extensive attention spent to proportional reasoning in mathematics education
– many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are
not applicable. This phenomenon is sometimes referred to as the ‘illusion of linearity’. For example, in geometry it is known
that many students believe that if the sides of a figure are doubled, the area is doubled too. In this article, the empirical
evidence for this phenomenon is expanded to the domain of probabilistic reasoning. First, we elaborate on the notion of chance
and provide some reasons for expecting the over generalization of linear models in the domain of probability too. Afterwards,
a number of well-known and less-known probabilistic misconceptions are described and analysed, showing that they have one
remarkable characteristic in common: they can be interpreted in terms oft he improper application of linear relations. Finally,
we report on an empirical investigation aimed at identifying the ability of 10th and12th grade students to compare the probabilities of two binomial chance situations. It appears that before instruction in probability,
students have a good capability of comparing two events qualitatively, but at the same time they incorrectly quantify this
qualitative insight as if the variables in the problem were linked by a linear relationship. Remarkably, these errors persist
after instruction in probability. The potential of this study for improving the teaching and learning of probability, as well
as suggestions for further research, are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in
the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific
reasoning. The other group of students received conventional instruction. In addition to the quantitative data, six students
from each group were interviewed to evaluate their conceptual change, correct concepts and scientific reasoning. Results indicate
that the experimental group’s students significantly outperformed the conventional group on the Combustion Achievement Test
(CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT). Moreover, the experimental group’s
students use higher levels of scientific reasoning more frequently and changed their alternative concepts more successfully
than did the conventional group. Furthermore, once the experimental group’s students’ successfully changed their conceptions,
their concepts tended to be more stable than the conventional group’s students, even after the 6th week of learning. These
results demonstrate that combining conceptual change and scientific reasoning indeed improves students’ conceptual change
and scientific reasoning ability more effectively than conventional instruction. 相似文献
11.
José Manuel Coronel Llamas 《Higher Education》2006,52(4):665-686
We have completed a piece of research into the process of production of speech on the part of students as regards their idea
of ‘the good student’, taking social postmodern theories as a conceptual reference and within the university context. The
study tries to show how disciplinary technologies are a major influence in the make-up of particular types of students. It
is an exploration of the discourses used by students reflecting their vision of university, teaching and learning. The aim
is to understand their reasoning by means of the view they have of academic activity and life. Starting from Michael Foucault’s
thoughts on power relations in the context of educational practices we present a plan of discourse analysis based on accounts
made by the students themselves. 相似文献
12.
Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. 相似文献
13.
In this article, we describe how using prediction during instruction can create learning opportunities to enhance the understanding
and doing of mathematics. In doing so, we characterize the nature of the predictions students made and the levels of sophistication
in students’ reasoning within a middle school algebra context. In this study, when linear and exponential functions were taught,
prediction questions were posed at the launch of the lessons to reflect the mathematical ideas of each lesson. Students responded
in writing along with supportive reasoning individually and then discussed their predictions and rationale. A total of 395
prediction responses were coded using a dual system: sophistication of reasoning, and the mechanism students appeared to utilize
to formulate their prediction response. The results indicate that using prediction provoked students to connect among mathematical
ideas that they learned. It was apparent that students also visualized mathematical ideas in the problem or the possible results
of the problem. These results suggest that using prediction in fact provides learning opportunities for students to engage
in mathematical sense making and reasoning, which promotes students’ understanding of the mathematics that they learn. 相似文献
14.
15.
Thomas F. Nelson Laird Rick Shoup George D. Kuh Michael J. Schwarz 《Research in higher education》2008,49(6):469-494
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories. 相似文献
16.
The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind 总被引：1，自引：0，他引：1
Sascha Mitchell Teresa S. Foulger Keith Wetzel Chris Rathkey 《Early Childhood Education Journal》2009,36(4):339-346
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a
project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s
strategies for integrating the district’s standards into project topics, investigative activities, and final presentations.
They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving.
Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews.
As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a
collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning
and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity
to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. 相似文献
17.
Dirk De Bock Wim Van Dooren Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2002,50(3):311-334
Several recent ascertaining studies revealed a deep-rooted and almost irresistible tendency among 12–16-year old students
to improperly apply the linear or proportional model in word problems involving lengths, areas and volumes of similar plane
figures and solids. While these previous studies showed to what extent students' improper use of linear reasoning is affected
by different characteristics of the task, it remained largely unclear what aspects of their knowledge base are responsible
for the occurrence and strength of this phenomenon and how these aspects relate to other more general misconceptions and buggy
rules identified in the literature. This paper reports an in-depth investigation by means of individual semi-standardised
interviews aimed at analysing the thinking process underlying students' improper linear reasoning and how this process is
affected by their mathematical conceptions, beliefs and habits. During these interviews,students' solution processes were
revealed through a number of well-specified questions by the interviewer with respect to one single non-linear application
problem, as well as through their reactions to subsequent kinds of cognitive conflict. The interviews provided a lot of information
about the actual process of problem solving from students falling into the ‘linearity trap’ and the mechanism behind it. Although
some students seem to really ‘believe’ that quantities are always linked proportionally, their improper use of linearity often
results from superficial and intuitive reasoning, influenced by specific mathematical conceptions, habits and beliefs leading
to a deficient modelling process.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
The influence of video clubs on teachers’ thinking and practice 总被引：1，自引：0，他引：1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献
19.
This study focused on the meaning of measurement to a group of 16 first grade students. A university professor and the teacher
of the students partnered together using qualitative analysis of field notes, student interviews, and student work samples
gathered from September through May of a school year. Findings indicate students’ knowledge of measurement including transitivity,
unit iteration, conservation of number and length, and social knowledge of measurement terms and tools increased over the
year. Researchers identified six themes of students’ measurement understanding including that children’s literature played
a motivating role in student-initiated measurement activities. Recommendations call for first grade measurement activities
focused on what it means to measure rather than on how to measure. Researchers caution that educators using mathematics curriculum
and assessment should not assume that primary grade students understand conservation and unit iteration. 相似文献
20.
The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours
that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who
implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours
that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine
whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their
untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills
on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic
questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results
show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than
their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more
elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates
the importance of explicitly teaching strategic questioning strategies to children during cooperative learning. 相似文献