Metacognition and mathematical problem solving in grade 3   总被引：6，自引：0，他引：6  

Desoete A  Roeyers H  Buysse A 《Journal of learning disabilities》2001,34(5):435-449

This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability.  相似文献   

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform     

Virginia S. Lee  Michael R. Hyman  Geraldine Luginbuhl 《Innovative Higher Education》2007,32(1):3-18

While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.  相似文献   

Controversy versus concurrence seeking in multi-grade and single-grade learning groups     

David W. Johnson  Roger Johnson  W. Todd Pierson  Virginia Lyons 《科学教学研究杂志》1985,22(9):835-848

The effects of controversy and concurrence seeking and participation is age-homogeneous and age-heterogeneous cooperative learning groups were compared on achievement, achievement motivation, perspective-taking accuracy, and interpersonal attraction. In addition, the interaction among students within the cooperative learning groups was observed. One-hundred-twelve 4th-, 5th-, and 6th-grade students were assigned to conditions on a stratified random basis controlling for age, sex, reading ability, and homerooms. In all conditions, students studied two controversial issues with materials representing both pro and con views. In the controversy condition each small group was divided into two halves representing the pro and con sides. In the concurrence-seeking condition each small group studied pro and con materials on alternating days and were told to learn the material without arguing or disagreeing with one another. In the multi-age conditions 4th-, 5th, and 6th-graders were placed in the same learning groups, while in the single-age conditions students were placed in small groups with peers of the same age. The results indicate that controversy promoted higher achievement, greater achievement motivation, and more accurate perspective taking than did concurrence seeking. Multi-age learning groups had greater achievement motivation than did the single-age groups.  相似文献   

Peter rabbit hops into the twenty-first century     

Melanie K. Jensen  Virginia P. Green 《Early Childhood Education Journal》1994,21(4):25-30

Summary Adults have tried to identify and to seek complex explanations for Potter's success. She explained it simply: “It is much more satisfactory to address a real live child. I often think that was the secret of the success of Peter Rabbit; it was written to a child—not made to order” (Lane, 1976, p. 183). She felt the more spontaneous the pleasure, the better the result. You are encouraged to heed Potter's advice. Address the real live child as you enjoy the pleasure of this adventure into the life and times of Beatrix Potter and all her animal friends.  相似文献   

Assessing Science Teaching Explanations in Initial Teacher Education: How Is This Teaching Practice Transferred Across Different Chemistry Topics?     

Marzabal  Ainoa  Merino  Cristian  Moreira  Patricia  Delgado  Virginia 《Research in Science Education》2019,49(4):1107-1123

Research in Science Education - One of the core practices of science teachers is the construction of science teaching explanations. These explanations serve to clarify concepts, procedures, facts,...  相似文献   

Students’ understanding of the number line / Estudiantes pensando en la recta numérica     

Virginia Montoro  Marcela Cifuentes  Natalia Salva  María-Jesús Bianchi 《Infancia y Aprendizaje》2017,40(2):302-342

We studied the conceptions of students coming from secondary education and university regarding the number line as a representation of real numbers. In the context of a wider questionnaire, 307 students were presented with a task consisting of two verbal items and one graphic item related to the number line. The students were all at different levels in their study of mathematics (in the third, fourth or fifth year of secondary education, or at the beginning or advanced stage of a university degree in mathematics, biology or physical education). A gradient in the depth of the students’ conceptions, associated with the level of their studies in mathematics, was found. This gradient extends from the estrangement of facing the problem or a conception of a drawn or physical matter line, which was associated with students with a lower level of mathematical studies, passing through a vision centred around potential numeric density or a line containing points (discrete), up to an instrumental conception of the line as supportive of magnitudes in advanced students of biology and focusing on continuity sustained by advanced students of mathematics.  相似文献   

Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context     

Adrian Rodgers  Virginia L. Keil 《Teaching and Teacher Education》2007

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired dyads and how participants responded to the innovation. The findings suggest teachers and junior faculty can undertake bottom-up reform within larger systemic constraints.  相似文献   

Lexical- and sentence-level processes in comprehension of written sentences     

Berninger  Virginia W.  Abbott  Robert D.  Alsdorf  Barbara J. 《Reading and writing》1997,9(2):135-162

Two experiments and three measures of lexical skills (word finding, rapid automatized naming, receptive vocabulary) were administered to 24 third and 24 fifth graders. Each experiment included two between-subject variables (grade and sex) and four within-subject variables (mode of sentence presentation – one word and one-sentence-at-a-time; word type – orthographic, phonological and semantic foils; position of foil in sentence – beginning, middle, and end; and sentence type – meaningful and nonsense). The experiments contrasted on reading comprehension task: receptive sentence acceptability (Experiment 1) or expressive sentence reproduction (Experiment 2). One-word-at-a-time presentation, which highlights the lexical unit, resulted in better accuracy on the expressive task that required verbatim reproduction than on the forced choice receptive task. Word finding and rapid automatized naming that require active production of phonologically-referenced name codes, but not receptive vocabulary, were correlated with measures of word recognition and reading comprehension in the experiments and on the psychometric tests. These results are consistent with Perfetti's contention that a phonologically-based name code is the heart of lexical access.  相似文献   

Green beans: Gardening with two's     

Karen Hack  Virginia Flynn 《Early Childhood Education Journal》1985,13(1):14-17

The nearby neighborhood garden project provided an almost daily trip for our group of two-year-olds. There we discovered limitless opportunities for learning. Gardening provided a sense of continuity that is hard to achieve with young ones.Karen Hack is the Early Childhood Special Education Teacher of the two's group at the Infant Care Center. Virginia Flynn was the Administrative Supervisor of the Infant Care Center and is currently Assistant Education Director of the Infant Health and Development Program, The New York League for Early Learning, Inc.  相似文献   

Friendship formation in inclusive early childhood classrooms: what is the teacher’s role?     

Virginia Buysse  Barbara Davis Goldman  Martie L. Skinner 《Early childhood research quarterly》2003,18(4):485-501

This study examined strategies teachers reported using to support friendships among young children in inclusive early childhood classrooms. The teachers included 25 general early childhood educators from 9 child care centers and 20 early childhood special educators from 9 specialized programs. The Playmates and Friends Questionnaire for Teachers documented the number and nature of children’s friendships and teachers’ reported use of 11 different strategies to support individual friendships. Overall, the friendship strategies that teachers reported using most frequently included providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. The majority of teachers reported rarely using two strategies: arranging for children to play together outside of the classroom and allowing two friends to exclude other children from their play. Teachers reported using more active friendship strategies to support dyads in which one or both children had special needs. Implications of these findings to support friendship formation in inclusive early childhood settings and directions for future research are presented.  相似文献