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1.
Ngai-Ying Wong Chi-Chung Lam XuHua Sun Anna Mei Yan Chan 《International Journal of Science and Mathematics Education》2009,7(2):363-382
The spiral bianshi curriculum, an improvement on bianshi teaching developed by Gu (2000) and in line with Marton’s theory of variation (Marton & Booth, 1997), was tried out in a primary school in Hong Kong. This improved theoretical framework for the spiral bianshi curriculum comprises
four types of bianshi problems—the inductive bianshi, the broadening bianshi, the deepening bianshi, and the applicative bianshi.
Based on this framework, the research team developed a set of teaching materials on the three topics of division of fraction,
speed, and volume. The materials were tried out in 21 Primary 6 classes (a total of 686 students) in a school. The effect
was compared with a reference group using standard textbook materials in Hong Kong. A series of instruments, pre-tests, and
post-tests were administered to gauge the effects on students’ performance in solving routine and non-routine problems, as
well as the affective outcomes including self-concept, attitude towards learning mathematics, approaches to learning, and
conceptions of mathematics. The intervention effects of the experimental design were examined by hierarchical regression analysis.
The research reveals that students using spiral bianshi teaching materials performed significantly better than their counterparts
using standard textbook materials. However, no significant differences were identified among affective learning outcome variables
despite the positive results on cognitive learning outcomes. The findings indicate that spiral bianshi curriculum has high
potential in enhancing students’ learning effectiveness. However, further studies are needed to map its strengths in detail. 相似文献
2.
中小学"数学情境与提出问题"教学的实验研究 总被引：1，自引：0，他引：1
Xiaogang Xia Chuanhan Lü Bingyi Wang Yunming Song 《Frontiers of Education in China》2007,2(3):366-377
This research tends to make the experimental study on the mathematics teaching model of “situated creation and problem-based
instruction” (SCPBI), namely, the teaching process of “creating situations—posing problems—solving problems—applying mathematics”.
It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.
Result shows that this teaching model plays a vital role in arousing students’ interest in mathematics, improving their ability
to pose problems and upgrading their mathematics learning ability as well.
相似文献
3.
Elisabetta Robotti 《Educational Studies in Mathematics》2012,80(3):433-450
In the field of human cognition, language plays a special role that is connected directly to thinking and mental development (e.g., Vygotsky, 1938). Thanks to “verbal thought”, language allows humans to go beyond the limits of immediately perceived information, to form concepts and solve complex problems (Luria, 1975). So, it appears language can be studied as a cognitive process (Chomsky, 1975). In this investigation, I study language as a means for making the cognitive process explicit. In particular, I analyze the role of the verbalization produced by pairs of students solving a plane geometry problem. The basic idea of my research is that, during the resolution process of a plane geometry problem, natural language can play roles beyond that of communication: Natural language can be seen as a tool for supporting students’ cognitive processes (Robotti, 2008), and, at the same time, it can also be seen as a researchers’ tool which allows us to shed light on the evolution of students’ cognitive processes. With regard to language as researchers’ tool, I show how natural language (in our case, students’ verbalization during resolution of a plane geometry problem) can be used by the researcher to make explicit, to study, and to describe the development of the students’ cognitive processes during the resolution process. To this end, I present a model I have developed that allows us to identify, in students’ verbalization, different phases of their cognitive processes. 相似文献
4.
Torulf Palm 《Educational Studies in Mathematics》2008,67(1):37-58
The study presented in this paper seeks to investigate the impact of authenticity on the students’ disposition to make necessary
real world considerations in their word problem solving. The aim is also to gather information about the extent to which different
reasons for the students’ behaviors are responsible for not providing solutions that are consistent with the ‘real’ situations
described in the word problems. The study includes both written solutions to word problems and interview data from 161 5th
graders. The results show an impact of authenticity on both the presence of ‘real life’ considerations in the solution process
and on the proportion of written solutions that were really affected by these considerations. The students’ frequent use of
superficial solution strategies and their beliefs about mathematical word problem solving were found to be the main reasons
for providing solutions that are inconsistent with the situations described in the word problems. 相似文献
5.
This study investigated the students’ learning process of the concept of concentration at the elementary school level in Taiwan.
The influence of different representational types on the process of proportional reasoning was also explored. The participants
included nineteen third-grade and eighteen fifth-grade students. Eye-tracking technology was used in conducting the experiment.
The materials were adapted from Noelting’s (1980a) “orange juice test” experiment. All problems on concentration included three stages (the intuitive, the concrete operational,
and the formal operational), and each problem was displayed in iconic and symbolic representations. The data were collected
through eye-tracking technology and post-test interviews. The results showed that the representational types influenced students’
solving of concentration problems. Furthermore, the data on eye movement indicated that students used different strategies
or rules to solve concentration problems at the different stages of the problems with different representational types. This
study is intended to contribute to the understanding of elementary school students’ problem-solving strategies and the usability
of eye-tracking technology in related studies. 相似文献
6.
7.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
8.
Matthew Inglis Juan Pablo Mejia-Ramos Adrian Simpson 《Educational Studies in Mathematics》2007,66(1):3-21
In recent years several mathematics education researchers have attempted to analyse students’ arguments using a restricted
form of Toulmin’s [The Uses of Argument, Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate
mathematics students, and argue that a superior categorisation of genuine mathematical argumentation is provided by the use
of Toulmin’s full scheme. In particular, we suggest that modal qualifiers play an important and previously unrecognised role
in mathematical argumentation, and that one of the goals of instruction should be to develop students’ abilities to appropriately
match up warrant-types with modal qualifiers. 相似文献
9.
Ikseon Choi Kyunghwa Lee 《Educational technology research and development : ETR & D》2009,57(1):99-129
This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could
enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education
students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms.
To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was
developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive
studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual
components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole
learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential,
challenge, and implications of the CBL-CMPS are discussed.
相似文献
| Ikseon ChoiEmail: |
10.
11.
Justification and Persuasion about Cloning: Arguments in Hwang’s Paper and Journalistic Reported Versions 总被引：4，自引：4，他引：0
María Pilar Jiménez-Aleixandre Marta Federico-Agraso 《Research in Science Education》2009,39(3):331-347
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported
Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features
of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence
for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the
structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting
the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes
a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second
claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading
in the classroom are discussed. 相似文献
12.
Elise Lockwood 《Educational Studies in Mathematics》2011,78(3):307-322
The purpose of this article is to explore student-generated connections among counting problems. The literature indicates
that such problems pose difficulties for students, who struggle to detect common structures and identify models of underlying
problem types. A case study is presented here, in which students elaborate upon connections they make during the problem solving
process. The selected case study highlights student work on three particular combinatorics problems, one of which highlights
tendencies toward over-counting. The conception of Lobato (Educational Researcher 3(1):17–20, 2003) of actor-oriented transfer, in which students’ (as opposed to experts’) notions of similarity are emphasized, is used as
a means by which to analyze the resulting qualitative data. Results include (1) a domain-specific categorization of fundamental
types of actor-oriented transfer in combinatorics and (2) implications that there is much to be gained when students attend
to features of problems that experts might not emphasize. 相似文献
13.
Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom
requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent
transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions
and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management
in a marine ecosystem by 10th grade students (15–16 year) in the context of solving an authentic task. A complete class (N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic
pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping
and audiotaping of all of the sessions, and collecting the students’ written productions. The research objective is to examine
the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across
stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal
of Science Education, 14(1): 51–61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students’ discursive
moves shows how the groups progressed through stages of connecting different models, between them and with the context, in
order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed. 相似文献
14.
In this paper, we explore the development of two grounded theories. One theory is mathematical and grounded in the work of
university calculus students’ collaborative development of mathematical methods for finding the volume of a solid of revolution,
in response to mathematical necessity in problem solving, without prior instruction on solution methods. The second theory
emerges from microlinguistic analysis of students’ mathematical choices and use of warrants in substantial argumentation to
communicate, clarify, and convince others of the validity of their conjectures and mathematical work. Our goal was to illuminate
mathematical argumentation by collaborative groups of calculus students at a qualitative level of detail sufficient to reveal
one view of how these students satisfied the creative drive for mathematical meaning, communication, and accuracy in problem
solving as evidenced in one classroom over several days. 相似文献
15.
“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom 总被引：1，自引：0，他引：1
Peter Op ’t Eynde Erik De Corte Lieven Verschaffel 《Educational Studies in Mathematics》2006,63(2):193-207
A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving. 相似文献
16.
Iliada Elia Athanasios Gagatsis Areti Panaoura Theodosis Zachariades Fotini Zoulinaki 《International Journal of Science and Mathematics Education》2009,7(4):765-790
The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem-
solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding
of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through
the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high
school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were
the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the
reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance
in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more
consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a
consequence of the didactic contract, used only algorithmic processes. 相似文献
17.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
18.
Despina A. Stylianou 《Educational Studies in Mathematics》2011,76(3):265-280
Representation is viewed as central to mathematical problem solving. Yet, it is becoming obvious that students are having
difficulty negotiating the various forms and functions of representations. This article examines the functions that representation
has in students’ mathematical problem solving and how that compares to its function in the problem solving of experts and
broadly in mathematics. Overall, this work highlights the close connections between the work of experts and students, showing
how students use representations in ways that are inherently similar to those of experts. Both experts and students use representations
as tools towards the understanding, exploration, recording, and monitoring of problem solving. In social contexts, experts
and students use representations for the presentation of their work but also the negotiation and co-construction of shared
understandings. However, this research also highlights where students’ work departs from experts’ representational practices,
hence, providing some directions for pedagogy and further work. 相似文献
19.
The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献
20.
In the past decade, there has been an increased emphasis on the preparation of teachers who can effectively engage students
in meaningful mathematics with technology tools. This study presents a closer look at how three prospective teachers interpreted
and developed in their role of facilitating students’ mathematical problem solving with a technology tool. A cycle of planning–experience–reflection
was repeated twice during an undergraduate course to allow the prospective teachers to change their strategies when working
with two different groups of students. Case study methods were used to identify and analyze critical events that occurred
throughout the different phases of the study and how these events may have influenced the prospective teachers’ work with
students. Looking across the cases, several themes emerged. The prospective teachers (1) used their problem solving approaches
to influence their pedagogical decisions; (2) desired to ask questions that would guide students in their solution strategies;
(3) recognized their own struggle in facilitating students’ problem solving and focused on improving their interactions with
students; (4) assumed the role of an explainer for some portion of their work with students; (5) used technological representations
to promote students’ mathematical thinking or focus their attention; and (6) used the technology tools in ways consistent
with the nature of their interactions and perceived role with students. The implications inform the development of an expanded
learning trajectory for what we might expect as prospective teachers develop an understanding of how to teach mathematics
in technology-rich environments. 相似文献