排序方式： 共有70条查询结果，搜索用时 265 毫秒
51.
Wim Van Dooren Lieven Verschaffel Patrick Onghena 《Journal of Mathematics Teacher Education》2003,6(1):27-52
In this study we investigate the arithmetic andalgebra word problem-solving skills andstrategies of future primary and secondaryschool teachers in Flanders (Belgium).Moreover, we describe the evolution of theseskills and strategies from the beginning to theend of their teacher education. The resultsshow that future secondary school mathematicsteachers preferred the use of algebra, evenwhen an arithmetic solution was morestraightforward. The solutions of futureprimary school teachers were more diverse: onesubgroup tended to apply exclusively arithmeticmethods (which led to failures on the mostdifficult word problems), whereas anothersubgroup was more adaptive in its strategychoices. Finally, student teachers evolved intheir problem-solving skills during theirteacher education, but not in their strategypreferences. The research findings indicatethat, in the education of pre-service primaryand secondary school teachers, there is a needfor an explicit treatment of pupils' transitionfrom arithmetical to algebraic thinking. 相似文献
52.
Vicente Santiago Sánchez Rosario Verschaffel Lieven 《European Journal of Psychology of Education - EJPE》2020,35(3):567-587
European Journal of Psychology of Education - Singaporean children are the best performers on international achievement tests in mathematics (i.e. the TIMSS). Their excellent results could be due... 相似文献
53.
Realistic considerations in mathematical modeling of school arithmetic word problems 总被引：1，自引：0，他引：1
The aim of the present study was to collect in a systematic way empirical data about the (lack of) activation of real-world knowledge during elementary school pupils' understanding and solution of school arithmetic word problems. Ten pairs of word problems were collectively administered to 75 fifth-graders during a typical mathematics lesson. While the first item of each pair could be modeled and solved in a straightforward and unproblematic way by one or two simple arithmetic operations with the given numbers, the second problem could not be modeled and solved in such a way, at least if one seriously takes into account the realities of the context called up by the problem statement. An analysis of the pupils' reactions to these problematic word problems shows an alarmingly small number of realistic responses or additional comments based on realistic considerations. 相似文献
54.
Fien Depaepe Patrick Van Roy Joke Torbeyns Thilo Kleickmann Wim Van Dooren Lieven Verschaffel 《Educational Studies in Mathematics》2018,98(2):197-214
This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers’ learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs’ educative power so that they can better facilitate teachers in learning theory. 相似文献
55.
Stephanie Lem Kathy Baert Eva Ceulemans Patrick Onghena Lieven Verschaffel Wim Van Dooren 《教育心理学》2017,37(10):1281-1300
The ability to interpret graphs is highly important in modern society, but has proven to be a challenge for many people. In this paper, two teaching methods were used to remediate one specific misinterpretation: the area misinterpretation of box plots. First, we used refutational text to explicitly state and invalidate the area misinterpretation of box plots. Second, we used multiple external representations (MERs): Histograms were used as an overlay on box plots in order to give students a better insight in the way box plots represent data distributions. Third, we combined refutational text and MERs. We found that refutational text was successful in improving students’ interpretation of box plots, but that the use of MERs did not improve students’ interpretation of box plots. The addition of MERs also did not increase the effect of refutational text. 相似文献
56.
This study analyses whether the primary school mathematics textbooks from two Spanish publishers show a varied instructional diet of addition and multiplication problems at different levels of complexity. To do so, it analyses the problems in all the primary grades by the publishers Santillana and SM according to two levels of complexity: (a) procedural (number of steps needed to solve the problem); and (b) semantic/mathematical (addition or multiplication structures, with their different subtypes). The results show that: (a) these problems are so simple that the books themselves cannot be regarded as a sufficient tool to teach students to solve the more complex problems; and (b) if we compare them with previous studies, the design of the problems has hardly changed in 10 years. These results show that the variety of problems in books should be expanded both procedurally and semantically/mathematically, and teachers should be given assistance to compensate for these shortcomings when using these textbooks in class. 相似文献
57.
Koen Luwel Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2008,23(3):319-338
Groups of mathematically strong and weak second-, fourth- and sixth-graders were individually confronted with numerosities
smaller and larger than 100 embedded in one-, two- or three-dimensional realistic contexts. While one third of these contexts
were totally unstructured (e.g., an irregular piece of land jumbled up with 72 cars), another third had a clear structure
(e.g., a 16x4 rectangular parking lot completely filled with 64 cars), and a last third had a “semi-structure” (e.g., the
same 16x4 parking lot but with a number of cars missing). Besides analyzing the effects of different task and subject variables
on pupils’ accuracy and response-time data, the study involved and analysis of their estimation strategies, with an emphasis
on multiplicative strategies that profited by some of the tasks’ geometrical (semi-)structure. It was found that many children
actually made use of such strategies, that using these strategies did however not always led to accurate estimations, and
that their frequency and efficiency increased with age. 相似文献
58.
Recent research has documented that many pupils show a strong tendency to exclude real-world knowledge from their solutions of school arithmetic word problems. In the present study, a test consisting of 14 word problems—half of which were problematic from a realistic point of view—was administered to a large group of students from three different teacher training institutes in Flanders. For each word problem, the student-teachers were first asked to solve the problem themselves, and afterwards to evaluate four different answers given by pupils. The results revealed a strong tendency among student-teachers to exclude real-world knowledge from their own spontaneous solutions of school word problems as well as from their appreciations of the pupils' answers. 相似文献
59.
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
60.
Word problems play a crucial role in mathematics education. However, the authenticity of word problems is quite controversial.
In terms of the necessity of realistic considerations to be taken into account in the solution process, word problems have
been classified into two categories: standard word problems (S-items) and problematic word problems (P-items). S-items refer
to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,
whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process. This study
aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary
mathematics curriculum. 相似文献