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Briana L. Chang Jennifer G. Cromley Nhi Tran 《International Journal of Science and Mathematics Education》2016,14(8):1475-1497
Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions of coordination tasks by chapter and for the type of task demanded (perception vs. construction). Results suggest that different coordination tasks are used earlier and later in learning and for different topics, as well as for specific pedagogical and scaffolding purposes. For example, the algebra-to-text coordination task was more prevalent in the first chapter, suggesting that students are being eased into calculus content. By contrast, requests to construct graphs from algebraic expressions were emphasized in later chapters, suggesting that students are being pushed to think more conceptually about functions. Our nuanced look at coordination tasks in a reform textbook has implications for research in teaching and learning calculus. 相似文献
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The Past Is Present: Representations of Parents,Friends, and Romantic Partners Predict Subsequent Romantic Representations 
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下载免费PDF全文 This study examined how representations of parent–child relationships, friendships, and past romantic relationships are related to subsequent romantic representations. Two‐hundred 10th graders (100 female; Mage = 15.87 years) from diverse neighborhoods in a Western U.S. city were administered questionnaires and were interviewed to assess avoidant and anxious representations of their relationships with parents, friends, and romantic partners. Participants then completed similar questionnaires and interviews about their romantic representations six more times over the next 7.5 years. Growth curve analyses revealed that representations of relationships with parents, friends, and romantic partners each uniquely predicted subsequent romantic representations across development. Consistent with attachment and behavioral systems theory, representations of romantic relationships are revised by representations and experiences in other relationships. 相似文献
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Daniela Kênia B.S. Oliveira Paula Cristina Cardoso Mendonça 《International Journal of Science Education》2013,35(9):1402-1435
This paper discusses the use of non-verbal representations in a modelling-based science teaching context, in which argumentative and explanatory situations occur. More specifically, we analyse how the students and teacher use representations in their discourse in modelling activities, and we discuss the relationships between the functions of these representations and the demands of the explanatory and argumentative situations that exist in that classroom. The data were collected by video recording all the classes in which a teaching sequence about intermolecular interactions was used—a topic which the students had not previously studied. In the activities, the students had to create, express, test, and discuss models in order to understand the difference between intermolecular and interatomic interactions, as well as their influences on the properties of substances. Initially, we selected excerpts of the recorded classes in which a non-verbal representation was used. Then, we used criteria to identify the argumentative and explanatory situations (previously defined), and we created categories for the functions of the representations that were used in order to analyse all the identified situations. The analysis supports conclusions indicating the relevance of the use of non-verbal representations in the construction, use, and defence of explanations. As the defence of explanations was the main context in which argumentative situations occurred in this study, our conclusions also indicate the contribution that representations make towards changing the status of the students' explanations. 相似文献
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正确把握理论创新的意境是科学认识"三个代表"思想理论创新的前提。"三个代表"思想理论创新的本质在于源于实践创新又指导实践创新,其中包括对马克思主义理论原创性的理论创新、对原有理论丰富和深化性的理论创新以及马克思主义基本原理应用性的理论创新。 相似文献
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Children's Narrative Representations of Mothers: Their Development and Associations with Child and Mother Adaptation 总被引：1，自引：1，他引：1
We investigated associations between children's representations of mothers in their play narratives and measures of children's and mother socioemotional adaptation, and explored the development of these representations between the ages of 4 and 5 years. Fifty-one children were interviewed using the MacArthur Story-Stem Battery to obtain their narrative representations of mothers. Positive, Negative, and Disciplinary representation composites were generated. Children who had more Positive and Disciplinary representations and fewer Negative representations had fewer behavior problems and their mothers reported less psychological distress. In addition, 5-year-olds had more Positive and Disciplinary representations and fewer Negative representations did 4-year-olds, and there was moderate stability in individual differences in children's representations of mothers across the 2 ages. The results add an important dimension to research on parent-child relationships—that of children's perspectives on these relationships. 相似文献
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This article explores how students' mathematical representations can be used as formative assessments. We introduce a framework for teaching and learning that integrates representations as instructional and assessment tools, and illustrate these uses of student representations with reference to a study conducted with 250 5th-grade students. This study focused on students' ability to recognize and use a variety of representations of the fraction concept. Finally, we discuss the implications of the framework for teacher knowledge and classroom practice. 相似文献
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陈琼 《广东技术师范学院学报》2002,(2):38-41
"三个代表"的论述明确了中国共产党在社会主义现阶段的阶级性质、根本宗旨和伟大纲领,具有鲜明的时代特征.本文从历史唯物主义的原理出发,进一步诠释三个代表的涵义及三个代表之间的有机联系,表明我党努力建设社会主义的决心和勇气. 相似文献
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Bryan James Moseley Yukari Okamoto Junichi Ishida 《International Journal of Science and Mathematics Education》2007,5(1):165-185
Using cognitive ethnography as a guiding framework, we investigated US and Japanese fourth-grade teachers' domain knowledge
of key fraction representations in individual interviews. The framework focused on revealing cultural trends in participants'
organization of knowledge and their interpretations of that organization. Our analyses of the interviews, which included a
representation sorting task, indicated three major differences that defined US and Japanese teachers' approaches to rational
number representation: (1) Japanese teachers interpreted all rational number representations as conveying primarily mathematical
information, whereas US teachers interpreted only some representations as conveying primarily mathematical information; (2)
the US teachers focused more intently on part-whole relations than Japanese in their interpretations; and (3) Japanese teachers
more easily linked rational number representations to more advanced upcoming content in the curriculum. A review of US textbooks
used by the teachers reflected their consistency with US teachers' interpretations of the representations. These findings
imply that strong cultural differences underlay the approaches that teachers in both nations take to rational number representation
and that these differences may help explain established cross-national differences in student reasoning. 相似文献
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Corradi David Clarebout Geraldine Elen Jan 《Journal of Science Education and Technology》2015,24(5):684-695
Journal of Science Education and Technology - Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can,... 相似文献
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Victor R. Lee 《International Journal of Science Education》2013,35(8):1099-1126
Visual representations are ubiquitous in modern‐day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect to the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of representations that are photographic. Interpretive cases of individual representations over time are presented to further illustrate the continuities and changes that have taken place. Specifically, high‐fidelity images, such as photographs, are shown permeating or replacing schematic and explanatory images in the interest of promoting familiarization to students. This shifting emphasis toward familiarization is discussed as a specific cause for concern about quality and utility of representations in modern‐day US science textbooks. 相似文献
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Martina A. Rau 《Educational Psychology Review》2017,29(4):717-761
Visual representations play a critical role in enhancing science, technology, engineering, and mathematics (STEM) learning. Educational psychology research shows that adding visual representations to text can enhance students’ learning of content knowledge, compared to text-only. But should students learn with a single type of visual representation or with multiple different types of visual representations? This article addresses this question from the perspective of the representation dilemma, namely that students often learn content they do not yet understand from representations they do not yet understand. To benefit from visual representations, students therefore need representational competencies, that is, knowledge about how visual representations depict information about the content. This article reviews literature on representational competencies involved in students’ learning of content knowledge. Building on this review, this article analyzes how the number of visual representations affects the role these representational competencies play during students’ learning of content knowledge. To this end, the article compares two common scenarios: text plus a single type of visual representations (T+SV) and text plus multiple types of visual representations (T+MV). The comparison yields seven hypotheses that describe under which conditions T+MV scenarios are more effective than T+SV scenarios. Finally, the article reviews empirical evidence for each hypothesis and discusses open questions about the representation dilemma. 相似文献
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《学习科学杂志》2013,22(2):105-143
In this historical and observational study, we describe how scientists use representations and tools in the chemistry laboratory, and we derive implications from these findings for the design of educational environments. In our observations we found that chemists use representations and tools to mediate between the physical substances that they study and the aperceptual chemical entities and processes that underlie and account for the material qualities of these physical substances. There are 2 important, interrelated aspects of this mediational process: the material and the social. The 1st emphasizes the surface features of both physical phenomena and symbolic representations, features that can be perceived and manipulated. The 2nd underscores the inherently semiotic, rhetorical process whereby chemists claim that representations stand for unseen entities and processes. In elaborating on our analyses, we ? Examine the historical origins and contemporary practices of representation use in one particular domain-chemistry-to look at how developments in the design of representations advance the development of a scientific community, as well as the understanding of scientists engaged in laboratory practice. ? Examine representations spontaneously generated by chemists, as well as those generated by their tools or instruments, and look at how scientists-individually and collaboratively-coordinate these 2 types of representations with the material substances of their investigations to understand the structures and processes that underlie them. ? Draw implications from the study of scientists to make recommendations for the design of learning environments and symbol systems that can support the use of representations by students to understand the structures and processes that underlie their scientific investigations and to engage them in the practices of knowledge-building communities. 相似文献
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David M. J. Corradi Jan Elen Beno Schraepen Geraldine Clarebout 《International Journal of Science Education》2013,35(5):715-734
When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction. 相似文献
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