共查询到20条相似文献，搜索用时 31 毫秒
1.
Limin Chen Wim Van Dooren Qi Chen Lieven Verschaffel 《International Journal of Science and Mathematics Education》2011,9(4):919-948
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese
elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary
school teachers from Tianjin City in China, wherein the teachers were asked to solve 3 contextually challenging division-with-remainder
(DWR) word problems and pose word problems according to 3 symbolic expressions. Afterwards, they were also given 2 questionnaires
wherein they had to evaluate 3 different pupil reactions to, respectively, 1 problem solving item and 1 problem posing item
about DWR. First, our results revealed that teachers behaved quite ‘realistically’ not only when solving and posing DWR problems
themselves but also when evaluating elementary school pupils’ DWR problem solving and problem posing performance. Second,
we found a correspondence between teachers’ own performance on the tests and their evaluations of pupils’ reactions. Third,
the present study provides some further insight into the role of one of the instructional factors that is generally considered
responsible for the strong and worldwide tendency among elementary school children to neglect real-world knowledge and realistic
considerations in their endeavours to solve and pose mathematical word problems, namely the teachers’ conceptions and beliefs
about this topic. 相似文献
2.
Marilena Pantziara Athanasios Gagatsis Iliada Elia 《Educational Studies in Mathematics》2009,72(1):39-60
The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems.
Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’
structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix,
which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams
in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence
of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects
of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general
non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams
in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings
and provide suggestions for the efficient use of diagrams in the problem solving situation. 相似文献
3.
Dominic Voyer 《International Journal of Science and Mathematics Education》2011,9(5):1073-1092
Many factors influence a student’s performance in word (or textbook) problem solving in class. Among them is the comprehension
process the pupils construct during their attempt to solve the problem. The comprehension process may include some less formal
representations, based on pupils’ real-world knowledge, which support the construction of a ‘situation model’. In this study,
we examine some factors related to the pupil or to the word problem itself, which may influence the comprehension process,
and we assess the effects of the situation model on pupils’ problem solving performance. The sample is composed of 750 pupils
of grade 6 elementary school. They were selected from 35 classes in 17 Francophone schools located in the province of Quebec,
Canada. For this study, 3 arithmetic problems were developed. Each problem was written in 4 different versions, to allow the
manipulation of the type of information included in the problem statement. Each pupil was asked to solve 3 problems of the
same version and to complete a task that allowed us to evaluate the construction of a situation model. Our results show that
pupils with weaker arithmetic skills construct different representations, based on the information presented in the problem.
Also, pupils who give greater importance to situational information in a problem have greater success in solving the problem.
The situation model influences pupils’ problem solving performance, but this influence depends on the type of information
included in the problem statement, as well as on the arithmetic skills of each individual pupil. 相似文献
4.
This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the
environment of a stand-alone computer. Two educational environments are examined: the first one, a “virtual laboratory” (Virtual
scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The ‘Virtual Scale’ environment provides
users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment
provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an
open-ended environment. The goal of this research is to exemplify the way the two educational software environments support
(a) the development of collective thinking in peer— and teacher-led discussion and (b) students’ autonomy. The software tools
of the “Virtual scale” along with the resources provided for the problem solving created an educational framework of hypothesis
testing. This framework did not limit the students’ contributions by directing them to give short answers. Moreover, it supported
the students’ initiatives by providing tools, representations and procedures that offered educationally meaningful feedback.
Based on the above results, we discuss a new educationally important structure of software mediation and describe the way
the two software activities resourced collective thinking and students’ initiatives. Finally, for each type of software environment,
we propose certain hypotheses for future research regarding the support of collaborative problem solving. 相似文献
5.
Iliada Elia Athanasios Gagatsis Areti Panaoura Theodosis Zachariades Fotini Zoulinaki 《International Journal of Science and Mathematics Education》2009,7(4):765-790
The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem-
solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding
of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through
the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high
school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were
the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the
reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance
in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more
consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a
consequence of the didactic contract, used only algorithmic processes. 相似文献
6.
This study examines patterns in middle-grade boys’ and girls’ written problem solving strategies for a mathematical task involving
proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex
classrooms. One hundred nineteen sixth-grade students’ responses are analyzed by gender according to the solution strategy
they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely
additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their
strategies were essentially equal. However, more than half of girls’ responses were considered purely procedural or purely
additive—a proportion double that of boys thus classified. 相似文献
7.
Hassan Alamolhodaei 《Asia Pacific Education Review》2009,10(2):183-192
The main objective of this study is (a) to explore the relationship among cognitive style (field dependence/independence),
working memory, and mathematics anxiety and (b) to examine their effects on students’ mathematics problem solving. A sample
of 161 school girls (13–14 years old) were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) and (2)
Digit Span Backwards Test, with two mathematics exams. Results obtained indicate that the effect of field dependency, working
memory, and mathematics anxiety on students' mathematical word problem solving was significant. Moreover, the correlation
among working memory capacity, cognitive style, and students’ mathematics anxiety was significant. Overall, these findings
could help to provide some practical implications for adapting problem solving skills and effective teaching/learning. 相似文献
8.
Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate “real‐world” knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure [Learning and Instruction, 4(4), 273–294, 1994], two studies were designed to investigate (a) Chinese elementary school children’s ability to solve realistic word problems and (b) the different effects of two instructional interventions (warning vs. process‐oriented) on their performance. The results indicated that, contrasting to the standard problem solving, the participating children demonstrated a strong tendency to exclude real‐word knowledge and realistic considerations from their solution processes when solving the realistic problems. Process‐oriented instruction, calling for a deep‐level processing, was more likely than warning instruction to promote the activation of realistic considerations, but it was not effective at helping children arrive at realistic or correct answers. Finally, the results and their implications for mathematical teaching are discussed. 相似文献
9.
Kim Beswick 《International Journal of Science and Mathematics Education》2011,9(2):367-390
The professional literature in mathematics education is replete with calls to use tasks that are ‘authentic’, ‘relevant’ and
related to ‘real life’ and the ‘real world’. Such activities are frequently advocated for their potential to motivate and
engage students, but evidence of their ability to do so is rarely presented. This paper examines evidence in relation to the
effectiveness of context problems in achieving their intended purposes and thereby contributing to enhanced student participation,
engagement and achievement in mathematics education. It is argued that context problems are not a panacea and that categorising
problems as contextualised or de-contextualised is less helpful than the consideration of more salient aspects of tasks that
impact on their effectiveness. Such aspects also relate to the purposes for and affordances and limitations of particular
tasks in relation to the purposes they are intended to serve, along with attention to the contexts in which students learn
mathematics. Examples of theoretical and empirical programs built on these considerations are reviewed in terms of their potential
to enhance participation, engagement and achievement in school mathematics. 相似文献
10.
Jos A. R. Arts Wim H. Gijselaers Mien S. R. Segers 《European Journal of Psychology of Education - EJPE》2006,21(1):71-90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. 相似文献
11.
Despina A. Stylianou 《Educational Studies in Mathematics》2011,76(3):265-280
Representation is viewed as central to mathematical problem solving. Yet, it is becoming obvious that students are having
difficulty negotiating the various forms and functions of representations. This article examines the functions that representation
has in students’ mathematical problem solving and how that compares to its function in the problem solving of experts and
broadly in mathematics. Overall, this work highlights the close connections between the work of experts and students, showing
how students use representations in ways that are inherently similar to those of experts. Both experts and students use representations
as tools towards the understanding, exploration, recording, and monitoring of problem solving. In social contexts, experts
and students use representations for the presentation of their work but also the negotiation and co-construction of shared
understandings. However, this research also highlights where students’ work departs from experts’ representational practices,
hence, providing some directions for pedagogy and further work. 相似文献
12.
Takashi Fuji Takeshi Tanigawa Masahiro Inui Takeo Saegusa 《Education and Information Technologies》1996,1(3-4):203-226
In the business-systems-design learning environment, there may be more than one solution to any given problem. For instance,
the data model will be different depending on each learner’s perspective. Accordingly, group learning systems are very effective
in this domain. We have developed a collaborative and multimedia environment for learners on teams (CAMELOT) using the ‘nominal
group technique’ for group problem solving. In this paper, the basic framework of the collaborative learning system and the
effectiveness of collaborative learning in designing the data model are described. By using CAMELOT, each learner learns how
to analyse through case studies and how to collaborate with his or her group in problem solving. Learners come to a deeper
understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion,
tips from other learners and examination of one another’s individual works. 相似文献
13.
14.
Ingeborg Krange 《Cultural Studies of Science Education》2007,2(1):171-203
Recent research has to a limited extent explored the characteristics of students’ conceptual practices as sociocultural phenomena
in general and in science education in particular. I approach this issue by studying a group of students while solving a particular
scientific problem from A to Z, and as part of this analyse how different cultural means (the knowledge domain and the tools
in use) structure the students’ interactions and how their interpersonal relations change over this period of time. The aim
is to illustrate how these cultural means intersect in productive and less productive ways during the students’ conceptual
practices. The study has its point of departure in a design experiment where a group of four students, together with their
teacher, solve different problems related to the biological phenomenon of sequencing a DNA molecule (the insulin gene). Video-recordings
of the students’ interactions constitute the basis for this analysis. The cultural means strongly structure the students’
conceptual practices during their problem solving processes. Whereas the knowledge domain structured the whole process, the
significant roles of the website and the computer-based 3D model of the insulin gene were especially apparent during the second
part of the trajectory. The intersection of these cultural means appear productive in terms of disciplinary knowledge when
the students’ became aware of how to handle this relationship. The interpersonal relations between the students and their
teacher altered slightly in the beginning and became increasingly more fixed during the students’ progression. 相似文献
15.
From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central
to a domain can maximize students’ effort associated with constructing new schemas. In addition, interfaces that minimize
working memory demands due to the interface per se, for example by mimicking existing non-digital work practice, can preserve
students’ attentional focus on their learning task. In this research, we asked the question: What type of interface input capabilities provide best support for science problem solving in both low- and high-performing students? High school students’ ability to solve a diverse range of biology problems was compared over longitudinal sessions while
they used: (1) hardcopy paper and pencil (2) a digital paper and pen interface (3) pen tablet interface, and (4) graphical
tablet interface. Post-test evaluations revealed that time to solve problems, meta-cognitive control, solution correctness,
and memory all were significantly enhanced when using the digital pen and paper interface, compared with tablet interfaces.
The tangible pen and paper interface also was the only alternative that significantly facilitated skill acquisition in low-performing
students. Paradoxically, all students nonetheless believed that the tablet interfaces provided best support for their performance,
revealing a lack of self-awareness about how to use computational tools to best advantage. Implications are discussed for
how pen interfaces can be optimized for future educational purposes, and for establishing technology fluency curricula to
improve students’ awareness of the impact of digital tools on their performance. 相似文献
16.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
17.
Submicrorepresentations (SMR) could be an important element, not only for explaining the experimental observations to students,
but also in the process of evaluating students’ knowledge and identifying their chemical misconceptions. This study investigated
the level of students’ understanding of the solution concentration and the process of dissolving ionic and molecular crystals
at particulate level, and identifies possible misconceptions about this process. Altogether 408 secondary school students
(average age 16.3) participated in the study. The test of chemical knowledge was applied and the analysis of four selected
problems related to drawing SMRs in solution chemistry is presented. Selected students were also interviewed in order to gain
more detailed data about their way of solving problems comprised in the knowledge test. The average achievement on solution
chemistry items was only 43%. It can be concluded from the results that students have different misconceptions about arrangements
of solute particles in the solution and presentation of its concentration at particulate level. Students show quite low achievement
scores on the problem regarding drawing the SMR of ionic substance aqueous solution (7.6% correct answers) and even lower
ones on the problem regarding drawing the SMR of diluted and saturated aqueous solutions of molecular crystal (no completely
correct answers). It can be also concluded that many different misconceptions concerning the particulate level of basic solution
chemistry concepts can be identified. In the conclusion some implications for teaching to reach a higher level of understanding
of solution chemistry are proposed. 相似文献
18.
The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献
19.
Delayed Understanding and Staying in Phase: Students’ Perceptions of their Study Situation 总被引：1，自引：0，他引：1
Max Scheja 《Higher Education》2006,52(3):421-445
Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At
the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect
in writing on their experiences of studying and learning. Fifteen of them also took part in interviews which explored in some
detail their experiences of understanding in relation to perceived constraints of the teaching-learning environment. The analyses
of the students’ written accounts and the interview data focused on the students’ experiences of studying and of understanding
in relation to course work in engineering. The majority of the students reported problematic first-year experiences and testified
to a sensation of ‘falling out of phase’ with their studies. This sensation was frequently coupled with a lag in coming to
understand course material, which may be characterised in terms of delayed understanding. The notion of delayed understanding is discussed in relation to ideas about students’ perceptions of the learning environment
and the impact that those perceptions might have on students’ opportunities to reflect on learning material and develop a
solid understanding of course material in engineering education. In conclusion, it is suggested that the the notion of delayed
understanding captures the complications of a study situation in which a perceived lack of time to reflect on learning material
obstructs students’ understanding of course material in engineering, and also points up a more general aspect of learning
observing that time to reflect on previous experiences is an essential component of the process of coming to understand learning
material in a particular educational setting. 相似文献
20.
This study examined relationships between important aspects of a university education and the assessment and development of
generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a research-intensive
university in Australia were administered the Graduate Skills Assessment to measure four generic skills—critical thinking,
interpersonal understandings, problem solving and written communication. As expected, students’ grade point average was generally
found to be significantly related to scores for all four skill scales both within each discipline area and across the total
sample. Reporting of academic achievement through the GPA therefore provides some measure of students’ generic skill levels.
However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment.
In addition, we found only limited evidence that students’ skill levels increased with progression through their studies,
with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary
variations in students’ skill scores. Results are discussed with respect to theoretical, practical and methodological implications. 相似文献