“用二分法求方程的近似解”的教学思考   总被引：1，自引：0，他引：1  

肖息桂  唐生福  石宝 《桂林师范高等专科学校学报》2008,22(3):157-159

“用二分法求方程的近似解”是人教社新课标高中《数学》必修1（A版）新出现的内容。它充分体现了函数与方程之问的联系,同时也体现了算法思想,在算法设计中最关键的东西是理解算理。文章对“二分法”的算理作了深入讨论,分析并描述了二分法的流程,提出了“二分法”教学设计思路,丰富了高中数学新课程资源。  相似文献   

高中学生数学成绩下滑的原因探析——高一新生学习数学的困惑     

高永红 《中国教育科研与探索》2006,(5):82-83

刚进入高中以后，由于学习内容、学习方法的改变，众多学生在高一的数学学习当中成了失败者，学生的年龄在增长，他们在学习上的困难也增长，学生一年一年在升级,而成绩却在一年一年地下滑,造成这种状况的原因有学生学习观念、学法等方面的因素，和教学中教师是否正确引导也有关。教学中应加强学法指导，发挥学生学习的主体的作用。  相似文献   

Brian Griffiths (1927–2008) – his pioneering contributions to mathematics and education     

Keith Jones  Joanna Mamona-Downs 《Educational Studies in Mathematics》2008,69(3):283-286

Brian Griffiths (1927–2008) was a British mathematician and educator who served as a member of the founding editorial board of Educational Studies in Mathematics. As a mathematician, Griffiths is remembered through his work on what continue to be known as ‘Griffiths-type’ topological spaces. As a mathematics educator, his most profound contribution was, with Geoffrey Howson, in offering a conceptualisation of the relationship between mathematics, society and curricula.  相似文献   

The role of scaling up research in designing for and evaluating robustness   总被引：1，自引：1，他引：0  

J. Roschelle  D. Tatar  N. Shechtman  J. Knudsen 《Educational Studies in Mathematics》2008,68(2):149-170

One of the great strengths of Jim Kaput’s research program was his relentless drive towards scaling up his innovative approach to teaching the mathematics of change and variation. The SimCalc mission, “democratizing access to the mathematics of change,” was enacted by deliberate efforts to reach an increasing number of teachers and students each year. Further, Kaput asked: What can we learn from research at the next level of scale (e.g., beyond a few classrooms at a time) that we cannot learn from other sources? In this article, we develop an argument that scaling up research can contribute important new knowledge by focusing researchers’ attention on the robustness of an innovation when used by varied students, teachers, classrooms, schools, and regions. The concept of robustness requires additional discipline both in the design process and in the conduct of valid research. By examining a progression of three studies in the Scaling Up SimCalc program, we articulate how scaling up research can contribute to designing for and evaluating robustness.  相似文献   

Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

基于应用型本科人才培养的离散数学教学改革探讨     

王华  黄青 《教育教学论坛》2019,(19):135-136

《离散数学》作为信息管理与信息系统专业核心课程之一,由于概念多、理论性强且抽象,教学时容易造成知识点散、教师满堂灌的局面,使学生学习时感到吃力,从而失去对课程学习的兴趣。文章从信息管理与信息系统专业应用型人才培养的角度,对离散数学进行教学改革,广泛全面地增加应用案例,使学生在学习后能应用所学理论解决一定的实际问题。  相似文献   

新课程理念下高考数学命题的多视角研究与思考     

DING Yixiang 《中国考试》2008,(10)

随着课程改革的不断深入,高中数学教学内容和教学方式的改革正在稳步向前推进,由此使得高考数学的命题视角逐步呈现多元化的趋势。本文从"双基"内涵、学科特点、数学思想、数学能力、知识交汇、彰显创新、数学文化七个方面,揭示和研究了新课程理念下高考数学的多元命题视角,并对此提出了相应的延伸思考。  相似文献   

Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles     

《Studies in Educational Evaluation》2021

Entrenched socioeconomic inequalities in achievement have been observed in international assessments for decades, with previous research suggesting that these inequalities may be exacerbated by differentiation in the opportunities provided to various social groups. Much previous research in this field has been US-based or subject to measurement issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cycles of international assessment data across 78 countries. Further, the paper questions whether inequalities in opportunities are related to inequalities in outcomes. The findings indicate global social inequalities in mathematics and science outcomes, while inequality of opportunity was particularly concentrated in economically advanced countries. Little evidence of the perpetuation of socioeconomic inequality in achievement through differentiated educational provision was found.  相似文献   

Investigating gender differences in mathematics by performance levels in the Italian school system     

《Studies in Educational Evaluation》2021

Amongst the extensive research conducted about girls’ lack of interest in STEM subjects, an issue that is frequently examined is the learning of mathematics. This research investigates the gender gap in mathematics among Italian students based on performance levels, using standardised large-scale data from INVALSI tests. We performed a quantile regression to better understand the differences along the entire score distribution. A latent class model was then estimated to identify groups of students with similar performance levels, taking into account the gender covariate. The results indicate that boys are already ahead from primary education and that there is a general decrease in the performance as students progress through the education stages.  相似文献   

例谈如何在高中数学课堂中渗透数学建模素养     

李蕊 《天津教育》2021,(8):25-26

高中对于学生的数学学习有了更高层次的要求和目标,高中阶段的数学培养目标要求每一名学生都能够将学习到的数学基础知识与数学各个模块的能力相结合以及数学思维相结合。通过教师的反复教导和学生反复练习,达到比较良好的学习氛围和学习效果,促进数学建模的思维的培养和能力的形成。  相似文献