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1.
Two studies were conducted to assess the effects of teacher training in analogical reasoning on students' performance of analogy tasks. Study One focused on elementary school teachers and students, while Study Two involved early childhood teachers. In Study One, 25 fourth-grade teachers were assigned either to Control, or to Level I or Level II treatment conditions. The Level I condition involved the receipt of detailed analogy lessons. The Level II condition encompassed both the receipt of instructional materials and explicit training for teachers in their underlying theory and use. Further, 19 of the 25 treatment and control teachers were observed during the course of the study to determine the influence of observation of teachers on students' analogical reasoning. Students' performance of an analogy task was compared prior to and following teacher-delivered instruction by means of an analysis of covariance procedure. Results indicated that students in Level II classrooms significantly outperformed Level I students, who significantly outperformed students in Control classrooms. Teacher observation was found to be a significant factor in the performance of Level I, but not Level II or Control, students. In Study Two, teachers participating in two summer programs for gifted preschoolers were taught how to deliver instruction in analogical reasoning to young children, ages three to six. Results demonstrated that children receiving explicit instruction in analogical reasoning scored significantly better on an analogy task than the children assigned to control. No effect for age, race, gender, or Socioeconomic studies were found. Implications of the results of these two studies for educational practice are discussed. 相似文献
2.
Michael S. Vendetti Bryan J. Matlen Lindsey E. Richland Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement. 相似文献
3.
B Grossen 《Journal of learning disabilities》1991,24(6):343-353
It may be possible to teach reasoning strategies to subjects with poor reasoning, including many subjects with learning disabilities (LD), using curriculum designed around a sameness analysis. The higher order thinking skills of analogical and logical reasoning are defined using the sameness analysis methodology. The sameness in the strategy for forming a generalization from experience is called "reasoning by analogy," while the sameness in the strategy for applying generalizations is described by the syllogism (logical reasoning). The research base for effective instruction in analogical and logical reasoning, particularly with subjects with LD, is summarized. The wide applicability of reasoning by analogy and by syllogism as complementary strategies is illustrated through their use in a critical review of the editorial page of a daily newspaper, and in linking content material in several domains. 相似文献
4.
This study presents the results of an experiment which investigated analogical reasoning in knowledge acquisition in a natural school setting. The aims were to evaluate the efficiency of analogy in the conceptual restructuring of a science topic and compare the effects of analogy in different learning conditions. Two analogical topics of physics (water flow and heat flow) were studied by means of two experiments performed in the classroom with concrete objects. Eighty-four 5th graders, divided into three experimental conditions (given analogy, constructed analogy, no analogy), took part in the study. The quantitative analysis mainly confirms the hypothesis that analogy can be a productive way to trigger a process of knowledge restructuring while students learn a new topic. However, the effective use of the analogy was affected by the experimental condition: When the analogy was constructed by the learners themselves, instead of being presented and justified by the teacher, it acted indeed as a more powerful tool in understanding the new topic which required changing their initial conceptions. The qualitative analysis shows the children’s explanations of the heat flow phenomenon and different conceptual outcomes of the learning process. Finally, educational implications are considered. 相似文献
5.
This study investigated whether children's inversion shortcut use (i.e., reasoning that no calculations are required for the problem 4 × 8 ÷ 8, as the answer is the first number) is related to their analogical reasoning ability, short-term memory capacity, and working memory capacity. Children from Grades 6 and 8 solved multiplication and division inversion problems and classical analogy word problems and completed memory tasks. Analogical reasoning ability and working memory functioning both accounted for individual variance in inversion shortcut use. These findings suggest that the ability to understand relationships and executive functioning may enable children to internally represent and manipulate mathematical problems, facilitating the application of conceptual mathematical knowledge to generate the inversion shortcut. 相似文献
6.
刘永强 《天津成人高等学校联合学报》2010,(5):65-67
通过由归纳而猜想、由类比而猜想、由分析而猜想,阐释了猜想在数学学习中的巨大作用,鼓励学生在数学学习中要积极猜想、积极思考、积极创新。 相似文献
7.
Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms. 相似文献
8.
Usha Goswami 《Child development》1991,62(1):1-22
Analogical reasoning in children has been measured in 2 ways, either using the classical a:b::c:d item analogy task found on IQ tests, or by asking children to solve target problems after learning about analogous problems and their solutions. Theories based on the 2 kinds of measure are discussed and the evidence for them is assessed. It is concluded that structural views of analogical development, which have traditionally suggested that analogical reasoning is late developing, are wrong. Knowledge-based accounts of what develops are more appealing but cannot completely explain failures on analogical tasks. An account of analogical development that allows early analogical competence but that also postulates the later development of metalogical skills may provide the best account of the data. 相似文献
9.
S. Philemon Ntenza 《Educational Studies in Mathematics》2006,61(3):321-345
Recent changes in mathematics curricula, both in South Africa and elsewhere, have begun to change the overwhelmingly symbolic
nature of mathematics in schools (in the sense of use of mathematical symbolism), promoting more use of the oral and written
language. Engaging students in `Writing-to-Learn' activities in mathematics classrooms has been identified and claimed by
various mathematics education researchers as having a positive impact on the learning of mathematics. In this paper, I report
on a piece of research, which is part of a broader study, on forms of mathematical writing and written texts produced by learners
in grade 7 (12–13-year-olds) classes in six junior high schools in KwaZulu-Natal, in South Africa. 相似文献
10.
郑宝山 《南昌教育学院学报》2012,(6):147+149
类比推理是一种特殊的推理形式,也是个体抽象思维的一种主要形式。有些心理学家着重研究与类比推理有关的问题,以期可以找到发展类比推理能力的有效策略,以提高学生学习新知识、新技能等的效率。经过大量研究与调查数据显示,工作记忆的各个子成分与类比推理之间有着密切的联系,工作记忆直接影响着个体类比推理能力的发展。因此,文章主要探讨工作记忆与类比推理的含义,以及工作记忆对类比推理的影响,希望能够为相关研究者提供参考。 相似文献
11.
Certain subtests of the WISC, ITPA, and Stanford-Binet are used as measures of analogical reasoning. Because several facts suggested that the form of analogy used on these subtests does not require subjects to engage in true analogical reasoning, the validity of these subtests as measures of analogical reasoning was investigated. Two forms of verbal analogies were vised: quasi-analogies (the form used on the WISC, ITPA, and Stanford-Binet) which presented the problem in sentence form (a bird uses air; a fish uses. ); and true analogies which presented the problem in the form cf a proportion (bird is to air as fish is to…). Subjects were 9-, 12-, and 15-year old children. These ages were used because children below 12 years of age do not appear to have the cognitive skills necessary for analogical reasoning. Nine-year old subjects obtained significantly higher scores on quasi-analogies in comparison to true analogies. There were no significant differences for the older subjects. Because of this it was suggested that the “analogy” items on the WISC, ITPA and Stanford-Binet are inappropriate test items for assessing analogical reasoning. 相似文献
12.
Lin TJ Anderson RC Hummel JE Jadallah M Miller BW Nguyen-Jahiel K Morris JA Kuo LJ Kim IH Wu X Dong T 《Child development》2012,83(4):1429-1443
This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M=10.0, SD=0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development. 相似文献
13.
AnnaMarie Conner Laura M. Singletary Ryan C. Smith Patty Anne Wagner Richard T. Francisco 《Educational Studies in Mathematics》2014,86(3):401-429
We propose a framework for examining how teachers may support collective argumentation in secondary mathematics classrooms, including teachers’ direct contributions to arguments, the kinds of questions teachers ask, and teachers’ other supportive actions. We illustrate our framework with examples from episodes of collective argumentation occurring across 2 days in a teacher’s classroom. Following from these examples, we discuss how the framework can be used to examine mathematical aspects of conversations in mathematics classrooms. We propose that the framework is useful for investigating and possibly enhancing how teachers support students’ reasoning and argumentation as fundamentally mathematical activities. 相似文献
14.
Relational reasoning, a higher-order cognitive ability that identifies meaningful patterns among information streams, has been suggested to underlie STEM development. This study attempted to explore the potentially unique contributions of four forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis) to mathematical problem solving. Two separate samples, fifth graders (n = 254) and ninth graders (n = 198), were assessed on their mathematical problem solving ability and the different forms of relational reasoning ability. Linear regression analysis was conducted, with participants’ age, working memory, and spatial skills as covariates. The results showed that analogical and antithetical reasoning abilities uniquely predicted mathematical problem solving. This pattern demonstrated developmental stability across a four-year time frame. The findings clarify the unique significance of individual forms of relational reasoning to mathematical problem solving and call for a shift of research direction to reasoning abilities when exploring dissimilarity-based relations (opposites in particular). 相似文献
15.
Eileen G. Merritt Natalia Palacios Holland Banse Sara E. Rimm-Kaufman Micela Leis 《The Journal of educational research》2017,110(1):17-31
Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students. 相似文献
16.
In this theoretical paper, we present a framework for conceptualizing proof in terms of mathematical values, as well as the norms that uphold those values. In particular, proofs adhere to the values of establishing a priori truth, employing decontextualized reasoning, increasing mathematical understanding, and maintaining consistent standards for acceptable reasoning across domains. We further argue that students’ acceptance of these values may be integral to their apprenticeship into proving practice; students who do not perceive or accept these values will likely have difficulty adhering to the norms that uphold them and hence will find proof confusing and problematic. We discuss the implications of mathematical values and norms with respect to proof for investigating mathematical practice, conducting research in mathematics education, and teaching proof in mathematics classrooms. 相似文献
17.
Lee Farrington‐Flint Clare Wood Katherine H. Canobi Dorothy Faulkner 《Journal of Research in Reading》2004,27(3):226-247
Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short‐term memory and domain‐specific reading skills explain 5‐ to 6‐year‐olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single‐word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read. 相似文献
18.
This study documented the process of evolution of the continuous design and revision of the tools of a novice mathematics teacher educator–researcher (MTE-R) as he planned and implemented design-based professional development workshops for in-service mathematics teachers in Taiwan. In order to effectively facilitate teachers designing and implementing their own conjecturing activities during the workshops, the MTE-R fostered their professional learning and growth through reflection upon students’ performance. From the perspective of activity theory, this study examined the evolution of the MTE-R’s mentoring activities and tools whose design gradually changed from being based on the literature content toward being learner-centered activities with teachers as learners. Such evolution not only enhanced teachers’ learning outcomes, but also facilitated the MTE-R’s own professional growth in different areas, including mathematics, mathematics learning, mathematics teaching, teacher education, and, in particular, the extrapolation of generic examples for understanding mathematical concepts. 相似文献
19.
Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers’ views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result of continuous connection making. However, in contrast to the popular view which separates understanding into conceptual and procedural, Chinese teachers prefer to view understanding in terms of concepts and procedures. They place more stress on the process of concept development, which is viewed as a source of students’ failures in transfer. To achieve mathematical understanding, the Chinese teachers emphasize strategies such as reinventing a concept, verbalizing a concept, and using examples and comparisons for analogical reasoning. These findings draw on the perspective of classroom practitioners to inform the long-debated issue of the meaning of mathematical understanding and ways to achieve mathematical understanding. 相似文献
20.
Ruth Stavy 《科学教学研究杂志》1991,28(4):305-313
A new approach to change misconceptions of students is to build on ideas which match their students' existing intuitive knowledge. This can be done by analogy. The use of an analogical relation between the known and the unknown can help students learn new information and discard or modify misconceptions. Previous studies have confirmed this result in such areas as mathematics. The present study examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept of conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in science. The author is now studying the relative effectiveness of conflict training and learning by analogy. 相似文献