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Akanksha Soni Santha Kumari 《International Journal of Science and Mathematics Education》2017,15(2):331-347
The present study investigated the antecedents and consequences of children’s math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math anxiety of parents and their children was measured using the Mathematics Anxiety Scale Short Version (MARS-SV), the Mathematics Anxiety Scale for Elementary School Students (MARS-E), and the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Math attitude was assessed with the Attitude Towards Mathematics Inventory (ATMI). A math achievement test was constructed for each grade level based on their curriculum. Path analyses were conducted to test the suggested conceptual model, and the results indicate that parental math anxiety and math attitude act as precursors to their children’s math anxiety and math attitude and further influence the math achievement of their children. 相似文献
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《Journal of research on educational effectiveness》2013,6(4):473-502
ABSTRACTThis study investigates, through a cluster randomized trial, the impact of Math in Focus, a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students’ achievement in mathematics. The program is currently being used in more than 400 school districts in the United States. The program focuses on coherence of coverage of materials across grades, use of the Concrete to Pictorial to Abstract approach to instruction, and covering fewer topics, but addressing them more thoroughly. Twenty-two grade-level teams across 12 schools were randomized to the program or business as usual. Measures included indicators of fidelity to treatment, and student mathematics learning. Impacts on mathematics achievement ranged from .11 to .15 standard deviation units. No differences in impact were observed depending on level of incoming achievement, minority status, or grade level. Impact of Math in Focus did not vary across the procedures and problem-solving subscales. Discussion of findings includes the nature of the counterfactual, and possible future direction of impact studies that may focus in greater depth on the critical features of inquiry instruction unique to Math in Focus. 相似文献
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Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math. 相似文献
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Heather J. Bachman Jessica L. Degol Leanne Elliott Laura Scharphorn Nermeen E. El Nokali Kalani M. Palmer 《Early education and development》2018,29(3):417-434
Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings. 相似文献
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李满兰 《中学物理教学参考》2004,33(12):54-55
本文介绍了公式编辑器Math Type5．2汉化第四版的使用方法，使用它可方便、快捷、规范地编辑含有大量数学符号的文件、试卷以及多媒体课件等． 相似文献
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This study examined maternal support of children’s math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children’s counting and calculation skills at 4½ and 6–7 years. Family income was associated with this measure of children’s math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children’s numerical skills at 36 months. Maternal support of children’s spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support. 相似文献
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Whose memory is the best in your school? 相似文献
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《数理天地(初中版)》2005,(11)
Oneinterestingfollow-upstudywouldbetodoasimilarexperimentwithpeopleofdifferentages,Pen-ningssays.Resultsmightshowaninnateabilitytodomaththatgetsbetterorworseaspeoplegrowupandgotoschool. 相似文献
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Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers. 相似文献
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近期本人承担了普通物理试卷库和物理学多媒体课件的建设.对文字的输入倒是很轻松,可是面对多如牛毛的分数、乘方、积分、矢量等用一般方式无法打出的东西,那份无助的感觉最让人头疼.这不仅是我个人的体会,也是其他同行的体会,尤其是数理化教师体会最深刻.当然Office软件里自带 相似文献
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Rachael Law Schuetz Gina Biancarosa Joanna Goode 《Journal of Research on Technology in Education》2018,50(4):318-332
AbstractAs technology has spread in schools, we know little about how technology mediates the performance of primary-aged students and their engagement in mathematics. Given the well-established link between achievement and engagement, understanding the impact of technology on engagement can inform practice. This study examines how technology might impact second graders’ engagement in mathematics using IXL, a math intervention administered on the iPad, as compared to a traditional paper–pencil approach. Although there was not a statistically significant difference in the pre–post student engagement surveys, the teacher focus group described increased student independence using technology and found it easier to differentiate and provide corrective feedback, while helping students build fluency. 相似文献
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《数学简报》(Math Bulletin)是美国纽约Bronx HighSchool of Science学生主办的数学期刊,它主要刊登该校学生的数学论文与数学作品,每年出版一期。《数学简报》中的内容绝大多数选自该校学生的数学研究课题,他的出版事务(含文章的选择、编辑、排版、美工、广告、赞助、印刷、销售等)均由学生负责,为了该期刊的顺利出版,每年参与的学生均超过40人,并聘请1至2名教师做指导。《数学简报》的出版作为Broonx High 相似文献
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Irene Plonczak 《Journal of Science Teacher Education》2010,21(2):241-254
This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’
field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science.
In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field
placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th
grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing
highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2)
teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face
to face into their limited understanding of the content matter in math and science. 相似文献
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As an action research project, using mixed methodology, this study investigated how the use of math journals affected second
grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering
included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal.
Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical
thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and
teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time
constraints issues were also discussed. 相似文献
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Laura Fricke Main 《Early Childhood Education Journal》2012,40(2):73-77
The author expresses concern about the math standards of the Common Core Curriculum in relation to young children. The editorial
cites others who share concerns about how the global community uses standards. She suggests caution in implementation because
the overemphasis on the standards may overlook the investment needed in effective curriculum development and professional
development for teachers. The editorial concludes with the revisions will be neccesary to the current version of the Common
Core Standards given the concern. 相似文献
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听说过为别人上课的老师可以挣钱，没听说过自己去上课的学生也能挣钱？在美国，就有这样一所学校，给前来上数学课的学生发美元。同学们看完这篇文章之后一定都会想：这样的课真是百上不厌啊! 相似文献