共查询到20条相似文献，搜索用时 281 毫秒
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Astrid Pettersson 《Educational Studies in Mathematics》1991,22(5):439-450
The main purpose of this study was to analyse how pupils, differing in achievement levels in mathematics, performed operations with numbers and solved mathematical problems. What strategies did they use in different grades when they performed the operations and solved the problems correctly, and what types of errors were involved when they solved an item incorrectly? What types of errors disappear and what types of errors remain at a later grade? Five groups of pupils, comprising a total number of 900, who have shown different developments in mathematical achievement from grades 3 to 6 have been studied. When the pupils solved items correctly they used the same strategies irrespective of their total results. However, when they made errors they used a number of different strategies. The results of this study implicate that it is very essential that the teaching be individualised and built upon how the pupils think when solving mathematical problems. 相似文献
3.
Elin K. L. Reikerås 《欧洲特需教育杂志》2013,28(3):233-250
The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance 相似文献
4.
Aspects of Children's Mathematics Anxiety 总被引：2，自引：0，他引：2
Karen Newstead 《Educational Studies in Mathematics》1998,36(1):53-71
This study focuses on mathematics anxiety in nine- to eleven-year-old children and compares the mathematics anxiety of pupils taught in a traditional manner with that of pupils whose teachers adopted an alternative teaching approach emphasising problem-solving and discussion of pupils' own informal strategies. One finding is that pupils who were exposed to a traditional approach reported more mathematics anxiety than those who were exposed to the alternative approach, particularly with regard to the social, public aspects of doing mathematics. The question is raised whether it is these public aspects of doing mathematics in the presence of teachers and peers which actually evoke mathematics anxiety in many pupils, and not working with numbers or doing sums. However, the majority of pupils in this study reacted with either high or low anxiety to both aspects of doing mathematics. 相似文献
5.
This article is mainly concerned with the didactical and the epistemological approach towards pupils’ errors in mathematics. The findings of an investigation into a representative sample of Cypriot teachers’ attitudes of errors in mathematics are presented. Although teachers draw on behaviourism as a way of understanding pupils’ errors, a considerable number of teachers seem to be influenced by both cognitive science error theory and the obstacle theory. Inferential statistical analysis revealed that teachers’ attitudes of errors are mainly associated with the attendance of a specialised INSET course in mathematics. Teachers who attended the INSET course in mathematics are generally more influenced by the cognitive science theory and the obstacle theory. Implications for the development of policy on teacher training are discussed. It is argued that with appropriate training teachers will be able to adopt a model of interpreting errors in mathematics based on the didactical and the epistemological approaches. 相似文献
6.
Visuospatial working memory in adolescents with poor performance in mathematics: variation depending on reading skills 总被引：2，自引：1，他引：1
Minna Kyttälä 《教育心理学》2008,28(3):273-289
The first purpose of this study was to investigate whether the visuospatial working memory (VSWM) skills of 15–16‐year‐old pupils with difficulties in mathematics differ from those of their normally achieving peers. The goal was to broaden the view of the complex system of VSWM. A set of passive and active VSWM tasks was used. The study’s second purpose was to investigate whether pupils with mathematical difficulties differed in their VSWM skills based on whether they had signs of reading deficits or not. Results indicate that the pupils with poor performance in maths showed poorer performance on certain VSWM tasks. The group with deficits only in maths had less capacity for storing passive visual simultaneous information, while the group with difficulties both in maths and reading had deficits in both storing (passive visual and visuospatial information) and processing, and had less ability to control irrelevant visuospatial information compared to their peers of the same age. The results indicate a general VSWM deficit in pupils with both mathematics and reading problems and a specific VSWM deficit in pupils with only mathematics problems. 相似文献
7.
Laura Tuohilampi Anu Laine Markku S. Hannula Leonor Varas 《International Journal of Science and Mathematics Education》2016,14(6):1093-1111
Mathematics-related affect is established regarding both individual and interindividual levels. However, the interaction between the levels has not been elaborated. Furthermore, it is known that people may draw either from intrinsic or extrinsic experiences to construct their identities depending on their cultural environment. Thus, affective individual and interindividual levels seem to interact with culture. In this study we focus on the significance of and the interaction between the individual and the interindividual levels of affect. This is done with respect to 2 different types of countries (Finland and Chile) to include cultural effect. We use questionnaire-based data and pupils’ drawings of their mathematics class to find out about their individual and interindividual experiences. By using mixed data, we are not only getting a wider picture of pupils’ affect but we can also avoid the most typical errors made in the cross-cultural comparisons as the pupils’ own voice is strengthened. The main finding in the study is that the 2 affective levels are not congruent and that the incongruence appears differently in different types of cultures. 相似文献
8.
This article examines the conceptual problems that children experience when attempting to solve verbal problems which contain decimal numbers. After discussing the existing research, we then describe an experiment that was designed in three phases:
- Exploratory interviews to discover existing conceptions and difficulties and to discover how pupils made use of diagrams, simpler numbers, and strategies. These interviews exposed difficulties with the understanding of place value, the effect of multiplying and dividing by a positive number less than one, the symbolisms of division and its noncommutative nature, the units associated with the numbers and also with familiar names for the operations. The three strategies were all found to be unfamiliar to pupils and their difficulties are discussed.
- The design and administration of a diagnostic test, based on the results of these interviews, to a class of less able 14 year olds.
- The preparation and use of calculator enriched teaching materials designed to remedy the identified misconceptions. From the pre- and post-test results we note the dramatic success of the teaching in improving pupils' understanding of place value, although there is a more modest improvement in enabling pupils to choose the correct operation by drawing diagrams, using easier numbers and estimating.
9.
民族地区小学生数学学习态度调查研究 总被引：1，自引：1，他引：0
本研究以民族地区194名少数民族和汉族小学生为被试,使用问卷法对小学生数学学习态度的现状进行调查,结果表明：1．少数民族学生对“数学用处”和“得到教师的关注少”的认识比汉族学生低;2．四年级数学态度得分最高,五、六年级出现下降趋势;3．女生数学态度均分高于男生,但男女生的数学成绩没有差异;4．数学态度在“对教师的看法”上存在地域差异,市区学生得分优于郊区和山区学生;5．数学学习成绩好的,其数学态度得分较高。数学态度与数学学习成绩是双向影响的,这在民族地区的数学教学中应给予充分重视． 相似文献
10.
Patrick Griffin 《Educational Research for Policy and Practice》2008,7(1):57-70
This article reports results derived from the national study of Grade 5 in Vietnamese primary schools in which teachers and
pupils took tests in reading and mathematics. The test data were calibrated so that teacher and pupil results could be mapped
onto the same continuum. Results showed that the overlapping tests for teachers and pupils were appropriate for the pupils
and easy for the teachers. Fit to the Rasch model indicated that the sets of items in both the reading and mathematics tests
were each measuring a single domain. Teacher performances were predictably higher than those of the pupils. But there was
a considerable overlap in scaled scores indicating that many Grade 5 pupils were out-performing a sub- sample of teachers.
Of great concern were the analyses of aggregated results at provincial level. It was clear that the distribution of teacher
competence in reading and mathematics was related to location of the provinces, and alarmingly so too was the distribution
of pupil competence. The relationship between teacher and pupil competence was linear and indicated that pupil chances of
improved learning were strongly linked to the competence of the teacher. 相似文献
11.
概念是高等数学学习的基石,但是学生对概念的理解水平较低.本文介绍了概念意象的定义和特征,论述了高等数学教学中,利用数学模型建立概念意象、消除错误和解决实际问题,从而掌握概念. 相似文献
12.
Effective Classroom Organisation in Primary Schools: Mathematics 总被引：1，自引：0，他引：1
Julia Whitburn 《牛津教育评论》2013,39(3):411-428
One of the greatest problems in teaching mathematics arises from the diversity of pupils' attainments. For decades, this has been managed by primary class teachers in England by adopting an approach of within-class grouping or differentiation according to attainment-level. During the last two years, however, government initiatives have increased the focus on a whole-class approach to teaching mathematics. This has led to an increase in the number of schools adopting a policy of grouping between parallel classes, or 'setting' by attainment within classes in order to contain the range of attainment in each teaching group and to make whole-class teaching a realistic possibility. Earlier research studies have outlined the benefits of grouping by attainment for subsequent learning in mathematics, especially for higher-attaining pupils; the results this article uses challenge the findings of earlier studies. Newly available data from a large-scale primary mathematics project are examined which indicate that the attainments of pupils taught in mixed-ability classes are at least equal to those of pupils in schools set by attainment. 相似文献
13.
《Africa Education Review》2013,10(1):20-29
Abstract South Africa finds itself with skills shortages in scientifically oriented professions. A major contributor to this has been students’ failure in mathematics. This study set out to identify students who self-reported mathematics anxiety and determine if this was a factor in their studies. Participants were 204 mathematics first-year students registered for degrees in Engineering, Information Technology, and Natural Science. Included in this group were Foundation Year students. Results indicated that the majority of students admitted to higher levels of anxiety. With respect to the different degree programmes, chemistry students reported higher anxiety. Specifically, a negative association was established between performance and mathematics evaluation anxiety. It is concluded that lecturers through investigations such as this can identify and isolate highly anxious mathematics students. Such students may receive remedial psychological help or at least, lecturers may revise their presentation methods to suit these particular students. The study also concluded that there are underlying problems within the teaching and learning of mathematics among the study sample. As is typical of this type of investigation, a number of questions remain unanswered such as what the sources of students’ mathematics anxiety are and how these relate to the variables investigated here. A follow-up study will focus more closely on these issues. 相似文献
14.
Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as “Ambassadors” to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils’ awareness of how learning mathematics could be different and to enable them to voice their newly informed opinions about how best they learned mathematics. The pupils’ current feelings about the way that they were taught mathematics were explored, but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils’ awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated were initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils’ mathematical learning when that voice is both informed and authorised. 相似文献
15.
Nicole M. McNeil David H. Uttal Linda Jarvin Robert J. Sternberg 《Learning and Instruction》2009,19(2):171-184
How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth- and sixth-grade students (N = 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition were not. Students in the experimental condition solved fewer problems correctly. Experiment 2 tested whether this effect was due to the perceptually rich nature of the materials. Fifth-grade students (N = 79) were given: perceptually rich bills and coins, bland bills and coins, or no bills and coins. Students in the perceptually rich condition made the most errors; however, their errors were least likely to be conceptual errors. Results suggest that the use of perceptually rich concrete objects conveys both advantages and disadvantages in children's performance in school mathematics. 相似文献
16.
王建明 《北京教育学院学报》2000,(2)
本文通过对国内外掌上技术在学校数学教学中使用的分析 ,阐述了笔者关于掌上技术在学校数学教学使用中的三个观点 ;更为重要的是 ,笔者提出了在新技术的参与下“学校教学”教育观的三个原则 相似文献
17.
王科研 《连云港师范高等专科学校学报》2007,(4):79-81
数学是一门积累性很强的科学,新的数学理论总是在继承和发展原有理论的基础上建立并包容原有数学理论的.数学史在数学科学中总是起到承前启后的重要作用,越来越为数学工作者所重视.但是由于数学史是数学专业与历史专业的交叉学科,必然会受到历史专业特点的影响,使数学史很难像其他数学分支那样严谨,在史料分析中可能会出现一些违反严谨性的科学错误. 相似文献
18.
Mine Isiksal Petek Askar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):333-350
Background Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue. Purpose This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated. Sample The study consisted of 64 7th-grade students from three different classes including all the 7th- graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices. Design and methods The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The Mathematics achievement test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a Mathematics self-efficacy scale and Computer self-efficacy scale were developed respectively. Analysis of covariance, bivariate correlations and t-test were used to analyse outcome data. Results Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement. Conclusions The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement. 相似文献
19.
Learning to pose mathematical problems: Exploring changes in preservice teachers' practices 总被引：1，自引：0，他引：1
S. Crespo 《Educational Studies in Mathematics》2003,52(3):243-270
Learning to pose mathematical tasks is one of the challenges of learning to teach mathematics. How and when preservice teachers
may learn this essential practice,however, is not at all clear. This paper reports on a study that examined the changes in
the problem posing strategies of a group of elementary preservice teachers as they posed problems to pupils. It reports that
their later problem posing practices significantly differed from their earlier ones. Rather than posing traditional single
steps and computational problems, these preservice teachers ventured into posing problems that had multiple approaches and
solutions, were open-ended and exploratory, and were cognitively more complex. Their problem posing style also changed. Rather
than making adaptations that made students' work easier or narrowed the mathematical scope of the problem, their adaptations
became less leading and less focused on avoiding pupils' errors. Posing problems to an authentic audience, engaging in collaborative
posing, and having access and opportunities to explore new kinds of problems are highlighted as important factors in promoting
and supporting the reported changes.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
20.
Zhenzhen Miao David Reynolds Alma Harris Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):392-403
This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes. 相似文献