Early stages of proportional reasoning: a cross-sectional study with 5- to 9-year-olds     

Vanluydt  Elien  Degrande  Tine  Verschaffel  Lieven  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):529-547

European Journal of Psychology of Education - The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they...  相似文献   

Changing classroom culture,curricula, and instruction for proof and proving: how amenable to scaling up,practicable for curricular integration,and capable of producing long-lasting effects are current interventions?     

Elena Nardi  Eric Knuth 《Educational Studies in Mathematics》2017,96(2):267-274

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are.  相似文献   

Content integration as a factor in math-game effectiveness     

Sylke Vandercruysse  Judith ter Vrugte  Ton de Jong  Pieter Wouters  Herre van Oostendorp  Lieven Verschaffel  Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.  相似文献   

The Phoenix Rising: Emergent models of instructional design     

Sonja Irlbeck  Elena Kays  Deborah Jones  Rod Sims 《Distance Education》2006,27(2):171-185

The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three‐phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with “instructional design.”  相似文献   

问题提出和问题解决之间关系的问卷调查   总被引：1，自引：2，他引：1  

陈丽敏  李雪梅 《数学教育学报》2004,13(4):67-71

“ 问题提出” 近些年来引起了许多学者的重视,这些学者一致认为“ 问题提出” 是数学课程的重要组成部分,甚至是数学教学活动的中心.“ 问题提出” 在课程与教学上的最大作用是它能够促使学生成为更好的问题解决者.“ 问题提出”和“ 问题解决” 相互促进,同时,“ 问题解决” 能力的高低也影响“ 问题提出” 的水平.调查表明,中国四年级学生的问题提出能力和问题解决能力之间存在很大的关系.  相似文献   

Out-of-class communication: are students and faculty interested and engaged? (A study at a Russian university)     

Kuryan  Maria  Voronina  Elena 《Educational Research for Policy and Practice》2021,20(2):223-246

The study looks into the problem of student–faculty communication. It addresses the issue of claimed scarcity of such interaction that exists despite the recognized benefits it can bring to students and instructors. It is suggested that examination and comparison of the participants’ interest and actual engagement in out-of-class communication (OCC) may shed light on this. Two populations from a university in Russia: 148 students and 35 instructors, were analyzed to measure their overall interest and engagement in OCC. The paper also addressed the question whether the studied populations are interested and engage in the same types of OCC. The results demonstrate that the reported overall interest in OCC was higher than the actual engagement in it among both groups of the respondents. Besides, students and faculty chose different types of OCC as most interest evincing and most frequently practiced. The research outcomes may help the parties concerned (scholars, teaching staff, educational managers and students) enhance understanding of the nature of OCC and its specifics and consider ways of harmonizing it in the best interests of all stakeholders.

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Enhancing the Cognitive and Motor Abilities of very Young Children: A Pilot Study of the Efficacy of the PlayWisely Approach     

Craig Leth‐Steensen  Elena Gallitto  Mohsen Haghbin  Patricia A. Hannan 《Mind, Brain, and Education》2021,15(1):103-110

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Associations Between Repeating Patterning,Growing Patterning,and Numerical Ability: A Longitudinal Panel Study in 4- to 6-Year Olds     

Nore Wijns  Lieven Verschaffel  Bert De Smedt  Joke Torbeyns 《Child development》2021,92(4):1354-1368

The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills. From ages 5 to 6 years, both patterning abilities predicted later numerical ability, but the reverse was no longer true. Associations between performances on both pattern types also disappeared. Results highlight the unique associations between repeating patterning, growing patterning, and numerical ability, above spatial skills.  相似文献   

The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects     

Diego-Mantecón  José Manuel  Haro  Elena  Blanco  Teresa F.  Romo-Vázquez  Avenilde 《Educational Studies in Mathematics》2021,107(2):339-357

Educational Studies in Mathematics - The competency-based approach conceives mathematics as a necessary tool for dealing with daily-life tasks. Many studies have focused on examining the low math...  相似文献   

The development of computational estimation in the transition from informal to formal mathematics education     

Sekeris  Elke  Empsen  Michaël  Verschaffel  Lieven  Luwel  Koen 《European Journal of Psychology of Education - EJPE》2021,36(3):845-864

European Journal of Psychology of Education - The transition from informal to formal mathematics is an important episode in children’s mathematical development. The current study investigated...  相似文献