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Johanna Rellensmann Stanislaw Schukajlow Claudia Leopold 《Educational Studies in Mathematics》2017,95(1):53-78
Drawing strategies are widely used as a powerful tool for promoting students’ learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling performance. Sixty-one students were asked to create a drawing of the situation described in a task (situational drawing) and a drawing of the mathematical model described in the task (mathematical drawing) before solving modelling problems. A path analysis showed that strategic knowledge about drawing was positively related to students’ modelling performance. This relation was mediated by the type and accuracy of the drawings that were generated. The accuracy of situational drawing was related only indirectly to performance. The accuracy of mathematical drawings, however, was strongly related to students’ performance. We complemented the quantitative approach with a qualitative in-depth analysis of students’ drawings in order to explain the relations found in our study. Implications for teaching practices and future research are discussed. 相似文献
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The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers’ learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners. We present an example of a sorting task for which the items to be grouped are related to basic concepts of analytical geometry that are connected to the notion of loci of points. Based on a design experiment of three iterations with practicing secondary school mathematics teachers, we report on intended and enacted objects of learning inherent in three versions of the task. Empirically based suggestions are drawn about design of sorting tasks that potentially evoke desirable learning experiences. 相似文献
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Shigehiro Kinda 《教育心理学》2010,30(4):449-464
The present study used a new assessment technique, the story‐generation task, to examine students’ understanding of subtraction scenes. The students from four grade levels (110 first‐, 107 third‐, 110 fourth‐ and 119 sixth‐graders) generated stories under the constraints provided by a picture (representing Change, Combine or Compare scene) and a number sentence. The results showed that the Change scene was the most intuitive, and the students tended to reinterpret Combine and Compare scenes as a form of Change scene, even when they understood that the identity of the objects in the Combine and the Compare scenes was different. The number of students generating correct stories for the Combine scene increased through the elementary school grades while for the Compare scene the number of students generating correct stories remained fairly constant from Grade 3 to Grade 6. This study also examined students’ exposure to subtraction scenes in mathematics textbooks and discussed educational implications for supporting students’ understanding of subtraction scenes. 相似文献
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We studied behavioral flexibility, or the ability to modify one’s behavior in accordance with the changing environment, in pigeons using a reversal-learning paradigm. In two experiments, each session consisted of a series of five-trial sequences involving a simple simultaneous color discrimination in which a reversal could occur during each sequence. The ideal strategy would be to start each sequence with a choice of S1 (the first correct stimulus) until it was no longer correct, and then to switch to S2 (the second correct stimulus), thus utilizing cues provided by local reinforcement (feedback from the preceding trial). In both experiments, subjects showed little evidence of using local reinforcement cues, but instead used the mean probabilities of reinforcement for S1 and S2 on each trial within each sequence. That is, subjects showed remarkably similar behavior, regardless of where (or, in Exp. 2, whether) a reversal occurred during a given sequence. Therefore, subjects appeared to be relatively insensitive to the consequences of responses (local feedback) and were not able to maximize reinforcement. The fact that pigeons did not use the more optimal feedback afforded by recent reinforcement contingencies to maximize their reinforcement has implications for their use of flexible response strategies under reversal-learning conditions. 相似文献
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Roberto Gómez Fernández Christina Siry 《International Journal of Science Education》2018,40(7):771-795
Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. This study investigates the interactions of a nine-year-old child whose home language is Portuguese and who learns science in this specific case in a diglossic environment in the Luxembourgish school system, in which his teacher used German for written tasks and Luxembourgish for oral communication. We examine, moment-by-moment, the interactions around a task regarding environmental protection. The role of this Lusoburguês (Luxembourgish and Portuguese identities and nationalities combined) student and his embodiment and participation changes when his group is confronted with an activity that requires an increased amount of manipulation. His identity evolves in interaction, as he becomes the leader in his group, and through a playful stance, manages to open the task so that his peers can further explore. Implications include the value of including more open-ended investigations in the teaching and learning of science as well as implications for further study concerning practice-based approaches in science classrooms with CLD students, particularly in increasingly multilingual/cultural and/or diglossic or heteroglossic school contexts. 相似文献
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Udell, Dorey, and Wynne (in press) have reported an experiment in which wolves, shelter dogs, and pet dogs all showed a significant preference for begging
from a person who faced them (seer) over a person whose back was turned to them (blind experimenter). On tests with the blind
person’s eyes covered with a bucket, a book, or a camera, pet dogs showed more preference for the seer than did wolves and
shelter dogs. We agree with the authors’ position that most of these findings are best explained by preexperimental learning
experienced by the subjects. We argue, however, that the perspective-taking task is not a good test of the domestication theory
or of the theory of mind in dogs. The problem we see is that use of the perspective-taking task, combined with preexperimental
learning in all the subjects, strongly biases the outcome in favor of a behavioral learning interpretation. Tasks less influenced
by preexperimental training would provide less confounded tests of domestication and theory of mind. 相似文献
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In order to determine the effects of gender and scholastic ability on vocabulary retention and reading comprehension in a foreign language, 181 men and women enrolled in a first‐year Spanish course were asked to either read a passage in Spanish on a computer and create annotations for a list of words found in the passage (experimental group), or simply to read the already annotated passage (control group). They were administered vocabulary and reading comprehension tests, and a questionnaire concerning their attitude toward the task. Results showed rather complex interactions between the variables of sex and ability. Although the differences overall failed to achieve statistical significance, an analysis of the attitude questions separately resulted in several significant interactions for gender. 相似文献
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Building on research emphasizing the importance of task in reading performance, the present study examines students’ conceptions or definitions of five common academic task assignments (i.e., argument, essay, opinion, summary and research tasks). Results showed that while students have robust schema for some task assignments (e.g., argument, research report), citing a large variety of task elements in defining each of these assignment, other task assignments are only superficially conceptualized by learners (e.g., opinion, essay). While prior work has demonstrated the important role of task assignment in students’ text processing and performance, this is among the first studies to associate emergent differences not only with the tasks assigned but also with students’ task conceptions. Given the emphasis placed on argument tasks in supporting deeper level processing, we were especially interested in students’ conceptions of argument tasks vis-à-vis summary tasks. Students’ conceptions of these and other task assignments were compared using Cochran’s Q, a non-parametric alternative to the repeated measures ANOVA. Finally, linear regression found students’ conceptions of an argument task to be associated with performance on an argument writing task assignment. For instance, students considering argument construction to require citation use was associated with their inclusion of citations in their written responses. This study is among the first to examine students’ own conceptions of common task assignments and to link task conceptions with performance. Implications for instruction are discussed. 相似文献
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V. D. Chamizo Clara A. Rodríguez Irene Torres Marta N. Torres N. J. Mackintosh 《Learning & behavior》2014,42(4):348-356
In Experiment 1, two groups of female rats were trained in a triangular pool to find a hidden platform whose location was defined in terms of a single a landmark, a cylinder outside the pool. For one group, the landmark had only a single pattern (i.e., it looked the same when approached from any direction), while for the other, the landmark contained four different patterns (i.e., it looked different when approached from different directions). The first group learned to swim to the platform more rapidly than the second. Experiment 2 confirmed this difference when female rats were trained in a circular pool but found that male rats learned equally rapidly (and as rapidly as females trained with the single-pattern landmark) with both landmarks. This second finding was confirmed in Experiment 3. Finally, in Experiment 4a and 4b, male and female rats were trained either with the same, single-pattern landmark on all trials or with a different landmark each day. Males learned equally rapidly (and as rapidly as females trained with the unchanged landmark) whether the landmark changed or not. We conclude that male and female rats learn rather different things about the landmark that signals the location of the platform. 相似文献
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Bobby: Do you want to hear a new joke? Kelly: No thanks, Bobby.Bobby: Why? Everybody loves a good joke.Kelly: I have heard you tell jokes before and you don' thave the talent. Bobby: What do you mean I don't have the talent? 相似文献
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Demi Anter 《家庭与家教》2002,(4):28-28
梦是美丽的。来自大洋彼岸的可爱的Demi用笔描绘出了她的梦,你是不是也有过同样的梦呢?从本期开始,本刊推出“越洋专递”栏目,给大洋两岸的中学生提供一个通信交友的舞台。我们已和美国加州John Glenn中学取得联系,美国学生对此也很重视,不仅信中附有照片,有的还寄来可爱的小礼物。有兴趣的同学可填写笔友登记表,我们将针对你的情况,按照你的要求为你推荐笔友,并不定期地登载互通的信件及笔友通讯录。来信可附近照。在适当的时候,本刊将举办中美学生互访和夏令营活动,进一步缩短东西方的距离。本刊将为你搭起一座七彩桥,帮助你了解异域文化,结识异国笔友,和同龄人互相学习,携手共进。 相似文献
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J”lain 8 biEd Bird has the instinCt to learn to fly lain hovenng to look for a fine site lain driffing to keep out of sight lain wingllg to cross the sky lpromise Iwlll be the escort o i以SOu. （袁志强荐稿）我是一只飞鸟鸟儿学习飞翔是与生俱来的天性我盘旋着想要找寻最佳的位置我飘荡着想要到达视野之外我振翅一飞想要穿越茫茫天际我发誓「—我将成为我灵魂的守卫者I am a bird@袁志强… 相似文献
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I'll never forget the days I spent in the countryside.When I was seven,my parents sent me to the countryside to live with my grandparents. Around my grandparents' house grew many fruit trees and I used to play in the wood. My grandparents were always telling me not to climb the trees, for they were afraid that I might fall off the trees. But I often climbed up and down the trees secretly, picking fruits. I like eating fruits. Once I asked some children to climb up the trees with a ladder to pick fresh fruit. Now my grandparents didn't seem to mind much. Instead, they smilingly told us to be 相似文献
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Shaughnessy Meghan DeFino Rosalie Pfaff Erin Blunk Merrie 《Journal of Mathematics Teacher Education》2021,24(4):335-359
Journal of Mathematics Teacher Education - Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information... 相似文献
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Two theories that have been hypothesized to mediate acquisition in daily time–place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost. 相似文献
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The present study examines the pragmatic functions of the discourse marker I mean based on a case study of an American soap opera Desperate Housewives.Four pragmatic functions of I mean are detected and discussed.Among them,two functions are more frequently used including supplementary and explanatory function,reminding and emphasizing function. 相似文献