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1.
Marilena Pantziara George N. Philippou 《International Journal of Science and Mathematics Education》2015,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom. 相似文献
2.
This study focuses on the structures and relationships involved in one-step additive and multiplicative problems. Thirty-three problems were given to 450 students in grades 2, 3 and 4. The analysis of results showed that the facility ratio of the problems differs by structure, by situation and by the sequence of the data within the same situation. It was also verified that students’ ability to solve one-step problems increases with age, but the relative difficulty of the problems is grade independent. Four cognitive developmental levels were indicated. It is envisaged that teachers may facilitate students to develop efficient problem solving schema networks, by hierarchically sequencing activities related to one-step problems. 相似文献
3.
Teachers' concerns regarding the adoption of a new mathematics curriculum: An application of CBAM 总被引：1，自引：0，他引：1
Constantinos Christou Maria Eliophotou-Menon George Philippou 《Educational Studies in Mathematics》2004,57(2):157-176
The main purpose of the present study was to identify and examine the concerns of primary school teachers in Cyprus in relation
to the recent implementation of a new mathematics curriculum and the use of new mathematics textbooks. An adaptation of the
Stages of Concern Questionnaire (SoCQ) based on the Concerns-Based Adoption Model (CBAM) was administered to a representative
sample of teachers. According to the findings, the concerns of teachers largely focused on the task stage of the CBAM model.
Furthermore, there were significant differences in the concerns of teachers across years of teaching experience but not across
years of implementation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Stavroula Philippou 《International Studies in Sociology of Education》2013,23(3):249-274
This article explores the possibilities of shifting ethnocentric bias in curricula and pupils’ constructions of national and European identities using the concept of ‘Europe’ as a tool. The European dimension was conceptualized as a subtle approach, within the deeply divided society of Cyprus, to alleviate the ethnocentrism of history and geography curricula and to shift pupils’ extreme views. The study showed that there were slight yet important shifts which point towards the potential of education in providing children with a wider range of ‘tools’ with which to construct their identities. It is argued that in a context where ‘Europe’ is a ‘normativity’ and the ‘Other = Turk’ is polarized, the European dimension might be useful to hybridize a European identity so as to include the ‘Others’. 相似文献
5.
Pantziara Marilena Philippou George N. 《International Journal of Science and Mathematics Education》2014,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.
相似文献6.
Gabriel J. Stylianides Andreas J. Stylianides George N. Philippou 《Journal of Mathematics Teacher Education》2007,10(3):145-166
There is a growing effort to make proof central to all students’ mathematical experiences across all grades. Success in this goal depends highly on teachers’ knowledge
of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating
preservice elementary and secondary school mathematics teachers’ knowledge of proof by mathematical induction. This research
can inform the knowledge about preservice teachers that mathematics teacher educators need in order to effectively teach proof to preservice teachers. Our analysis is based
on written responses of 95 participants to specially developed tasks and on semi-structured interviews with 11 of them. The
findings show that preservice teachers from both groups have difficulties that center around: (1) the essence of the base
step of the induction method; (2) the meaning associated with the inductive step in proving the implication P(k) ⇒ P(k + 1) for an arbitrary k in the domain of discourse of P(n); and (3) the possibility of the truth set of a sentence in a statement proved by mathematical induction to include values
outside its domain of discourse. The difficulties about the base and inductive steps are more salient among preservice elementary
than secondary school teachers, but the difficulties about whether proofs by induction should be as encompassing as they could
be are equally important for both groups. Implications for mathematics teacher education and future research are discussed
in light of these findings.
相似文献
| George N. PhilippouEmail: |
7.
Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry 总被引：1，自引：0，他引：1
This article discusses the possibility of using nonprofessional tutoring as means for advancing low achievers in secondary
school mathematics. In comparison with professional, paraprofessional, and peer tutoring, nonprofessional tutoring may seem
less beneficial and, at first glance, inadequate. The described case study shows that nonprofessional tutors may contribute
to students' understanding and achievements, and thus, they can serve as an important assisting resource for mathematics teachers,
especially in disadvantaged communities. In the study, young adults volunteered to tutor low-achieving students in an urban
secondary school. Results showed a considerable mean gain in students' grades. It is suggested that affective factors, as
well as the instruction given to tutors by a specialized counselor, have played a major role in maintaining successful tutoring. 相似文献
8.
In this study, we examined the long-term reductions in maximal isometric force (MIF) caused by a protocol of repeated maximal isometric contractions at long muscle length. Furthermore, we wished to ascertain whether the reductions in MIF are dependent on muscle length--that is, are the reductions in MIF more pronounced when the muscle contracts at a short length. The MIF of the elbow flexors of seven young male volunteers was measured at five different elbow angles between 50 degrees and 160 degrees. On a separate day, the participants performed 50 maximal voluntary isometric muscle contractions with the elbow flexors at a lengthened position; that is, with the shoulder hyperextended at 45 degrees and the elbow joint fixed at 140 degrees. Following this exercise, the MIF at the five elbow angles, range of motion, muscle soreness and plasma creatine kinase activity were measured at 24 h intervals for 4 days. On day 1, the decline in MIF was higher at the more acute elbow angles of 50 degrees (42 +/- 8%) and 70 degrees (39 +/- 8%; both P<0.01) than at 90 degrees (26 +/- 4%) and 140 degrees (16 +/- 3%; both P<0.01). No significant reduction in MIF was evident at an elbow angle of 160 degrees. Maximal isometric force at an elbow angle of 140 degrees was fully restored on day 3, whereas at an angle of 50 degrees it remained depressed for the 4 day observation period. Restoration of MIF was a function of the elbow angle, with force recovery being less at the smaller angles. The range of motion was decreased by 14 +/- 2 degrees on day 1 (P<0.01) and did not return to baseline values by day 4. Muscle soreness ratings remained significantly elevated for the 4 day period. Serum creatine kinase peaked on day 1 (522 +/- 129 IU, P<0.01) and decreased thereafter. We conclude that the disproportionate decrease in MIF at the small elbow angles and the length-specific recovery in MIF after repeated maximal isometric contractions at long muscle length may be explained by the presence of overstretched sarcomeres that increased in series compliance of the muscle, therefore causing a rightward shift of the force-length relationship. 相似文献
9.
Charalambos Y. Charalambous George N. Philippou Leonidas Kyriakides 《Educational Studies in Mathematics》2008,67(2):125-142
This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing
scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy
beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory
factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers
elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster
analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors.
Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice
teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers,
and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions
for future research.
相似文献
| Charalambos Y. CharalambousEmail: |
10.
The purpose of this study, which is part of a larger research program, was to investigate teachers’ conceptions about assessment. A mailed questionnaire sent to 5th and 6th grade teachers in Cyprus and Greece produced a rather optimistic picture about the investigated issues. However, some semi‐structured interviews, which followed, showed that teachers in both countries seemed to have a rather vague understanding of relevant key concepts. 相似文献