首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 727 毫秒
1.
In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects of the course that “led to their growth as a mathematical thinker and as a mathematics teacher…” Student responses were coded within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding]; Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher’s Role. These themes are described using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed.  相似文献   

2.
Mike Pinter  Linda Jones 《PRIMUS》2019,29(9):982-996
Abstract

We describe a successful collaboration between mathematics and psychological science faculty members to create a learning community for our students that linked sections of introductory mathematical reasoning and psychological science courses. The students in our learning community were in their second or third semester. The learning community is designed so that, throughout the semester, students regularly move across the border between the two linked disciplines by completing common assignments, including a group project. We modified our existing course topics and frameworks to be intentional about building connections between the courses.  相似文献   

3.
Change is always difficult, and there is no great doubt that teachers need time to come to terms with it. This fact is, however, too often forgotten. In the spirit of my earlier work, this paper is shaped by an action research perspective. It provides some insights into the learning experiences of a group of eleven experienced secondary mathematics teacher, who were enrolled in a Perspectives on Mathematics Education two semesters course, within the context of a Masters on Mathematics Teaching programme, held at a Department of Mathematics, in a Portuguese University. The first part of the paper highlights the conflicting pressures and stresses suffered, during the first semester course, by the participating teachers. Confrontation with new ideas about both mathematics and mathematics education, as well as work overload, had a damaging impact on the teachers’ self‐confidence and morale. The second part of the paper covers the second semester course by addressing three fundamental questions for teachers, which aimed at helping the students bridge the academic mathematics and the mathematics education worlds. Finally, brief scenarios of three participating teachers’ professional development throughout the course are discussed in order to illustrate the challenges they had to face and the possibilities the course (and the Masters programme) offered to promote individual change.  相似文献   

4.
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   

5.
During the last two decades many researchers in mathematics and science education have studied students’ conceptions and ways of reasoning in mathematics and science. Most of this research is content‐specific. It was found that students hold alternative ideas that are not always compatible with those accepted in science. It was suggested that in the process of learning science or mathematics, students should restructure their specific conceptions to make them conform to currently accepted scientific ideas. In our work in mathematics and science education it became apparent that some of the alternative conceptions in science and mathematics are based on the same intuitive rules. We have so far identified two such rules: “More of A, more of B”, and “Subdivision processes can always be repeated”. The first rule is reflected in subjects’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.) in all tasks related to intensive quantities (density, temperature, concentration, etc.) and in all tasks related to infinite quantities. The second rule is observed in students’, preservice and inservice teachers’ responses to tasks related to successive division of material and geometrical objects and in seriation tasks. In this paper, we describe and discuss these rules and their relevance to science and mathematics education.  相似文献   

6.
Abstract

The purpose of this research was to examine the beliefs, attitudes, and knowledge of early childhood teacher candidates within the state of Texas about the inclusion of students with disabilities in the general education classroom. The “Inventory of Opinions About Persons with Disabilities” (IOPD) was utilized to collect self‐report data from preservice educators in their last semester of practical experience (i.e., student teaching or final intern semester) in 10 Texas universities. The return rate of the inventories was 70.85%, with data from 172 useable inventories reported in this study.

The research questions indicated early childhood teacher candidates held positive self‐perceptions (mean = 2.0388) about their beliefs, attitudes, and knowledge related to inclusion and students with disabilities. However, the participants reported less positive attitudes about training (mean = .09884).  相似文献   

7.
Miroslav Lovric 《PRIMUS》2018,28(7):683-698
We discuss teaching and learning situations that surfaced when computer programming and mathematics were brought together in a course where students write computer code to explore mathematics problems. Combining programming and mathematics creates a rich ecosystem which, on top of traditional mathematics activities (writing solutions, proofs, etc.), offers simulation and experimentation, invites discussions about structure, requires logic and testing strategies, and handles mathematics objects with an added feeling of reality. Focusing on novice and inexperienced programmers, we look for answers to the practice-oriented question, “How do students reason through their difficulties when using programming to explore a mathematics problem?” Following literature review and methodology, we build the programming model, which we use to study students' experiences as they approach a mathematical problem by writing computer code. Our research is based on analyzing students' in-class work and class notes, author's observations of students working on their computers, and his interactions with students in class and elsewhere. In the four case studies that we present we touch upon students' difficulties in working with complex conditional statements and recurrence relations. As well, we discuss cases where resolving a programming issue demands posing and answering mathematical questions.  相似文献   

8.
Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.  相似文献   

9.
Abstract

As STEM educators, we know it is beneficial to train students to think critically and mathematically during their early mathematical lives. To this end, the author teaches the College Algebra/Precalculus course in a flipped classroom version of an inquiry-based learning style. However, the techniques described in this paper can be applied to a variety of freshman and sophomore mathematics courses (and above). In particular, in this model the students read the textbook before class and formulate questions, submitted prior to class via a learning management system, about the material to be covered in class the next day. During class they solve problems about that topic, and solutions are presented and discussed before the end of the period. After class, students complete standard homework about the topic, and are encouraged to bring any unresolved homework, worksheet, or reading questions for the next class period. This paper will discuss this method of engaging students, focusing on how student questions evolve during the semester, and student feedback.  相似文献   

10.
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   

11.
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   

12.
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   

13.
Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

Purpose: This study investigated student views related to the potential of a physics course they were currently enrolled in being offered online.

Sample: This study took place at a large, public, mid-western university and involved students enrolled in either the first or second semester of a face-to-face flipped physics course for engineering technology majors.

Design and methods: Discussions with students during the semester about their online course experiences and expectations were used to develop the concourse and subsequently the Q sample to perform a Q methodology study about students’ views regarding taking physics courses online. Additional statements for the concourse and Q sample were taken from communications with administrators at the university. In this way, the statements sorted by the students included those from students and those from administrators. Factor analysis of the Q sorts resulted in three factors, each representing a unique perspective. Interpretations of these perspectives included the analyses of the Q sorts, the researcher’s interactions with students and administrators, and students’ written responses regarding their previous online course experiences and their sorting decisions.

Results: Three unique student views emerged were named: keeping it real and face-to-face, Online could be ok depending upon the course and instructor, and Online not for STEM classes. Consensus among the views is also discussed.

Conclusions: Overall, students’ views are negative concerning having physics courses, including labs, online and those views conflict with statements expressed by administrators regarding students’ desires for online courses at the university.  相似文献   

14.
ABSTRACT

This article describes a course taught at a U.S. Christian college located in Pennsylvania that uses “high impact practices,” as described by Kuh and O'Donnell (2013 Kuh, G. D., & O'Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities. [Google Scholar]), to educate students about calling. The course, titled “Created and Called for Community,” is required for all incoming first-year students in their second semester at the college and addresses three main topics central to the identity of the institution: Creation, Community, and Calling. Seven high-impact practices are instrumental in teaching about the nature of calling in this course. The influence of the course content is further enhanced by the campus environment and academic context in which it is offered. An identified weakness of the course is its lack of intentional connection to students' academic major and to other dimensions of life on campus. This criticism is addressed in the final section of the article, which focuses on the extension of the topic of vocation and calling throughout students' coursework, and particularly the selection of a major, and culminating in a capstone course during the final year of undergraduate studies.  相似文献   

15.
Abstract

The author examined the effects of cooperative learning on the achievement in and attitudes toward mathematics of a group of 5th-grade students of color in a culture different from the United States (i.e., Bermuda). Students participated in 12 weeks of R. Slavin's (1978) Student Teams Achievement Division method of cooperative learning in mathematics during the fall semester. Students completed 2 measures: the computation and application sections of the California Achievement Test (1985) Form E (Level 14) and Penelope Peterson's Attitude Toward Mathematics Scale for Grades 4-6 Students at 4 different intervals. The measures were completed as pretests at the beginning of the semester (before students were exposed to cooperative learning) and as posttests at the end of Weeks 5, 9, and 13. Data were analyzed with a 1-factor (4 levels) repeated measures analysis of variance design to ascertain whether there were significant differences among the pre- and posttest scores. Results suggest that there were positive gains in attitudes and achievement.  相似文献   

16.
This article empirically tests a previously developed theoretical framework for mathematics identity based on students’ beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students’ beliefs about their own competence in mathematics directly impact their identity as a “math person,” findings indicate that students’ self‐perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students’ interest and external recognition in mathematics. Thus, the model indicates that students’ competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition.  相似文献   

17.
Dominic Klyve 《PRIMUS》2017,27(4-5):548-557
Abstract

This paper describes efforts by the author to engage and motivate students in undergraduate research by giving them a large audience and engaging the media in disseminating their work. I provide an introduction to public relations from the point of view of a mathematics professor, and describe some lessons I have learned in my own attempts to engage newsprint, radio, and television sources in stories about undergraduate research in mathematics. After describing some partially successful early attempts, the paper discusses a recent event in which undergraduate research in mathematics became, briefly, a “hot news item” in Central Washington. The paper concludes with some thoughts about the benefits of this type of work to our students and our profession.  相似文献   

18.
Remedial mathematics at the college level has evidenced strikingly low retention and passing rates. It has been shown that at least 25% of the variation in student performance is explained by students’ affective variables such as attitudes, study skills, and mathematics anxiety. This study endeavored to address affective variables by: (a) incorporating the teaching of study skills into an elementary algebra course; and (b) identifying at-risk students and assigning these students “coaches,” who functioned both as tutors and counselors, providing regular personalized assistance. The results showed that the attrition rate was significantly lower in the treatment groups, and the overall passing rate for coached students was significantly higher.  相似文献   

19.

The philosophy and practice of juvenile justice have experienced significant transformations in the last 100 years. A shift to “get tough” attitudes has prompted various legislative reforms and has changed if not hardened attitudes toward youth. In context of these policy developments and social attitudes, this paper summarizes a preliminary study of 1104 undergraduate students on their attitudes on juvenile justice policies in the United States. Student perceptions of school violence, and attitudes toward zero tolerance and drug testing are reported. The authors discuss the responses of criminal justice majors and consider the implications of their academic experience on knowledge and attitudes about juvenile justice.  相似文献   

20.

A “Criminal Justice Systems and Processes” course was among nine Internet courses offered at Florida Gulf Coast University during the fall of 1997. This course provided an “Internet tutorial” during the first few weeks of the semester to familiarize students with basic computer skills and Internet use. After evaluating the benefits of providing the tutorial, faculty and administrators adopted the tutorial for use in all Internet courses. During the Summer 1998 semester, a survey was administered to those students registered for Internet-based courses in the Division of Criminal Justice. This article focuses on the use of the Internet tutorial in Internet courses and provides some preliminary information regarding its potential benefit to students. Issues discussed include: (1) an explanation of the Internet tutorial, (2) the benefits of the tutorial to students and faculty, (3) preliminary information regarding the potential baenefits of implementing a technical tutorial, and (4) implications for future computer-based Internet courses.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号