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Talking about mathematics 总被引：1，自引：0，他引：1
Gilah C. Leder 《The Australian Educational Researcher》1990,17(2):17-27
Students in a grade 3 class in a primary school in an outer suburb of Melbourne were encouraged to talk about, and ultimately reflect on, the work they had learnt in mathematics. Four lessons, each of approximately 50 minutes duration, were videotaped. Key excerpts were subsequently replayed to the children in a one-to-one setting. The data presented focussed on a lesson aimed to extend the children’s knowledge of fractions beyond a half and a quarter. By tracing the responses of four students in particular, two low and two average achievers, substantial individual differences in the ways children constructed meaning out of shared mathematical experiences were identified. The investigation confirmed that listening to students talk about their own mathematical experiences provides a rich data base for investigating students’ learning, error analysis, and subsequent teaching. 相似文献
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Gilah C. Leder 《高等教育研究与发展》1993,12(1):5-20
In recent years the theory known as constructivism has attracted considerable attention from researchers and document writers in particular. Implementation of constructivist principles inside the classroom is still problematic, however. Different reasons for this are explored in the paper. An overview of previously ‐ and in some cases still ‐ popular theories of learning and teaching precedes a detailed discussion of constructivism: its sources, definitions, advocates, and critics. A number of classroom experiments designed and executed within a constructivist paradigm are reported in considerable detail. The roles of both learner and teacher are described. Throughout, the discussion is confined to mathematics, mathematics education, and the mathematics classroom. However, the main arguments presented are applicable as well to other disciplines. 相似文献
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Mathematics continues to be an enabling discipline for Science, Technology, Engineering, and Mathematics (STEM)-based university studies and related careers. Explanatory models for females’ underrepresentation in higher level mathematics and STEM-based courses comprise learner-related and environmental variables—including societal beliefs. Using Facebook to recruit participants, we explored if mathematics, science, and computing continue to be viewed as male domains. Responses were received from 784 people in 81 countries. As well as looking at the views of the world at large, responses from nine countries with at least 30 respondents—Canada, China, Egypt, India, Israel, Singapore, UAE, UK, and Australia—were examined in more detail. The results indicated that among those who held gender-stereotyped views (and many did not), mathematics, science, and computing were considered more suitable for males than for females. 相似文献
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Gilah C Leder 《International Journal of Disability, Development & Education》1984,31(3):223-229
Sex differences in participation in programs for exceptionally talented youth are well documented, as are sex differences in outstanding performance and intensive participation in subject areas such as mathematics and science. The fear of success construct is discussed as a possible explanation for these sex differences. The role played by the print media in perpetuating a climate conducive to fear of success is explored through a discussion of the ways in which successful females are portrayed. For effective intervention to occur, educators need to be aware of this pervasive influence. 相似文献
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Gilah C. Leder 《Educational Studies in Mathematics》1987,18(3):255-271
This study is concerned with possible differences in interaction patterns between teachers and certain groups of students: high and low achievers, and boys and girls. Detailed and comprehensive records of all verbal teacher-student interactions, both public and private, were obtained through videotaping a grade 6 class in three different settings: mathematics, language and science. While there was much consistency in the way the teacher monitored in this study interacted with the different groups, some important differences occurred in the quality and quantity of his interactions with students perceived as best and weakest, and with boys and girls in mathematics classes. 相似文献
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Academics are reported to be working longer hours and have less time for research because of increasing administrative and
teaching demands. The traditional pattern of the academic enterprise appears to have changed. To explore whether this is indeed
the case, the Experience Sampling Method [ESM], a research technique devised by Mihaly Csikszentmihalyi and his colleagues
(1993), was used in a pilot study to monitor the working lives of 22 university academics from two multi campus universities
in Australia. Participants were asked to complete a specifically devised Experience Sampling Form [ESF] on receipt of an SMS
message sent to their mobile phones six times a day for one week. Information was gathered about the activities being undertaken
and the respondents' feelings about these activities. Work related tasks reported were sorted into the 17 different categories
of academic work devised by Kreber (2000). The findings were examined by gender, university of employment, working hours,
and by level of academic appointment. 相似文献
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Gilah C. Leder 《Educational Studies in Mathematics》1992,23(4):383-396
This article is concerned with the learning of mathematics before the commencement of formal schooling. The experiences of two students are described. Four main sets of data were gathered: formal and informal measures of mathematics achievement, the learning environment in the home, and observations during teacher-led sessions concerned with mathematical concepts delivered as part of the regular pre-school program. Particular attention was focused on the nature and quality of the students' interactions with their teacher during these sessions. 相似文献
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Gilah C. Leder 《高等教育研究与发展》2004,23(2):183-198
In this paper, we explore the learning climate and possible obstacles faced by mature students enrolled in Australian universities. More specifically, using the Experience Sampling Method devised by Mihaly Csikszentmihalyi, we chart the daily activities of Australian and international students and examine these for factors which may facilitate or detract from their studies. Our sample comprised students who had taken mathematics as part of their first‐year load. Most were thus enrolled in science and related courses. Multiple data gathering methods were used. These provided coherent synopses of the participants' activities, lifestyles, motivations, and attitudes to study that allowed us to focus on individual as well as group experiences. 相似文献