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1.
Russell D. Blyth 《PRIMUS》2015,25(3):265-278
Abstract

The author has taught an inquiry-based liberal arts mathematics class using the text “The Heart of Mathematics: An Invitation to Effective Thinking” by Edward B. Burger and Michael Starbird a total of 20 times since Spring 2001. The students in this class have almost all been in non-technical majors and many started the semester with negative or ambivalent attitudes toward mathematics based on their prior experiences. The author has gathered responses from students in this class that illustrate significant changes in their attitudes towards mathematics during the course. In particular, the responses gathered at the end of the semester are often eloquent about understanding the great ideas of mathematics that students confronted in this course and about seeing many more and varied connections between mathematics and the “real world” than they had previously realized existed.  相似文献   

2.
Abstract

Can a non-norraative measure of adjustment account for performance in mathematics independently of anxiety or intelligence? The mathematics performance of 621 grade 7 children was analyzed in relation to a measure of adjustment derived from semantic differential responses to “myself” and “the person I would like to be.” Covariance analyses for trait-anxiety, test-anxiety, and intelligence were carried out. It was found that the measure of adjustment was significantly related to mathematics performance after the effects of anxiety and intelligence were partialled out.  相似文献   

3.
John P. D’Angelo 《PRIMUS》2017,27(8-9):778-791
Abstract

We offer many specific detailed examples, several of which are new, that instructors can use (in lecture or as student projects) to revitalize the role of complex variables throughout the curriculum. We conclude with three primary recommendations: revise the syllabus of Calculus II to allow early introductions of complex numbers and linear algebra, include complex variables and some infinite-dimensional linear maps in linear algebra courses, and spice up complex variable courses by better connecting them with the mathematics used in engineering in physics.  相似文献   

4.
Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.  相似文献   

5.
Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving lesson on polyhedra. Preservice teachers were asked why it was possible to derive a mathematical formula for polyhedra and not organisms and what this implies about the similarities and differences between the epistemologies of mathematics and science. An area of epistemology known as simplicity was triangulated as “simple versus complex” emerged from the constant comparative method (28 %) and “justification and simplicity” (96 %) was coded with a content analysis. Implications include how methods course instructors can create other appropriate activities which incorporate and reconcile other areas of epistemology.  相似文献   

6.
Robert Talbert 《PRIMUS》2015,25(8):614-626
Abstract

In this paper, we examine the benefits of employing an inverted or “flipped” class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of “sociomathematical norms” and self-regulated learning strategies, are discussed along with ways that the inverted classroom can address these issues. Finally, results from the redesign of a Transition-to-Poof class at the author’s university are given and discussed.  相似文献   

7.
Abstract

In Summer 1996, an opinionnaire survey was used to evaluate the opinions of Korean professors, in earth science education and geology departments, about the science concepts related to environmental issues that might be important for secondary preservice earth science teachers in the Republic of Korea. The opinionnaire contained 63 items within the 14 major topics being considered. It used a 4-choice, Likert-type scale and was completed by 47 professors (response rate = 51%). There was a good coincidence in opinions on major topics to be included. Respondents favored an environmental earth science course that emphasized the “human impact on the environment” rather than “natural environmental hazards.” Also, they favored study of natural hazards that commonly occur in Korea within a context of worldwide natural hazards.  相似文献   

8.
Abstract

The distribution of inter-test sums of squares for 7,021 freshmen was found to be markedly skewed positively. Formens high variability was usually due to a relatively lower English score; for women, a lower mathematics score. The “high-variables” (sum of squares 100 or more) had higher variances on each of the tests than did the “low-variables.” High-variable men were most likely to have mathematics as their highest score and social studies as lowest; for women, high social studies and low mathematics was the most likely combination. For men, the numbers of “high- variables” majoring In mathematics and “low-variables” in English were disproportionately high. Fathers of high- variable men had an education that was either higher or lower than the modal level for all the fathers.  相似文献   

9.
Abstract

The value of partnership and participation for human empowerment is routinely stressed in today's social work practice literature, in which scholars emphasize the need for consumer participation, co-inquiry, and client collaboration. Because research is recognized to be a crucial element in such collaborations, one would expect that, alongside traditional research topics, the goal of empowerment would likewise be recommended in current social work research literature and curricula. One might further expect that the curricula, as part of the menu of research methods, would espouse specific kinds of participative inquiry available in the social work and social science literature.

The purpose of this study is to explore to what extent social work research methodology courses offered through social work MSW graduate programs in the USA include content that encourages active involvement in the process of research by the people whose lives are being studied. In other words, the question put to test has been how much emphasis (or how little) is placed on a relationship of partnership between “inside” and “outside” participants in the design, implementation, and analysis of the research activity? Utilizing a content analysis research design, the study posed and addressed three exploratory hypotheses in an attempt to answer this question.  相似文献   

10.
Dominic Klyve 《PRIMUS》2017,27(4-5):548-557
Abstract

This paper describes efforts by the author to engage and motivate students in undergraduate research by giving them a large audience and engaging the media in disseminating their work. I provide an introduction to public relations from the point of view of a mathematics professor, and describe some lessons I have learned in my own attempts to engage newsprint, radio, and television sources in stories about undergraduate research in mathematics. After describing some partially successful early attempts, the paper discusses a recent event in which undergraduate research in mathematics became, briefly, a “hot news item” in Central Washington. The paper concludes with some thoughts about the benefits of this type of work to our students and our profession.  相似文献   

11.
The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.  相似文献   

12.
ABSTRACT

This paper outlines the development, implementation, and qualitative and quantitative evaluations of a foundation research course structured to give “equal time” and “equal voice” to both qualitative and quantitative research content. Assessment of this integrative approach suggested that students' gain in qualitative research knowledge was strongly correlated with their gain in quantitative research knowledge (r = .653, p > .0005), and some students believed “I am better able to evaluate my practice” as a result of taking this course.  相似文献   

13.
Abstract

Mathematics for liberal arts courses are a staple of most mathematics departments and are often populated with students who have disengaged from mathematics. Inquiry-based learning is a student-centered pedagogical tool for re-engaging students in mathematics. In this paper, we introduce a Special Issue of PRIMUS on “Using Inquiry-Based Learning in Mathematics for Liberal Arts Courses.”  相似文献   

14.
Abstract

The authors designed an active learning project for a child development course in which students apply core concepts to a hypothetical baby they “raise” during the term. Students applied developmental topics to their unique, developing child. The project fostered student learning and enthusiasm for the material. The project's versatility makes it easily adaptable to a wide variety of courses and formats depending on instructor objectives or student population. Furthermore, the project avoids obstacles that commonly underlie instructor reluctance when considering the implementation of role-play assignments.  相似文献   

15.
Christopher Storm 《PRIMUS》2017,27(2):293-313
Abstract

This article shares an example of a course in Combinatorics, taught at Adelphi University in Fall 2012, designed with a primary goal of engaging students in pursuing mathematics as mathematicians do. The course went beyond usual applications of inquiry-based learning in that students were also charged with the responsibility of posing the mathematical statements that would be examined as part of the course. In this way, students decided what was interesting to study and were responsible for the creation of mathematics within their classroom community.

This article looks at the syllabus policies for the course, describes some of the work that students did as part of the course, and reflects upon the outcomes of the course.  相似文献   

16.
This paper discusses a new philosophical perspective for ethnomathematics which articulates Ludwig Wittgenstein’s and Michel Foucault’s theoretical notions. It is conceived as a theoretical toolbox which allows the analysis of, on the one hand, the mathematical language games of different forms of life and their family resemblances and, on the other hand, the Eurocentric discourses of academic and school mathematics and their effects of truth. Based on fieldwork done in rural forms of life in the south of Brazil, examples of the use of this perspective are presented. The paper analyzes language games of those different forms of life and the school mathematics discipline, highlighting the complex network of learning and powers that makes other mathematics than that known as the mathematics be positioned “in a void” in school curricula.  相似文献   

17.
ABSTRACT

Two major concerns in mathematics teacher education are the role of subject matter knowledge and the development of self-efficacy in pre-service teachers. This article brings these issues together in an exploration of the interaction between pre-service teachers’ perceptions of their subject matter knowledge and their accounts of university and placement experiences as potential sources of self-efficacy. Reporting on a group of ten pre-service teachers in Norway, we explore variations in the ways in which they perceived the role of subject knowledge in relation to experience, particularly “mastery experiences”, over a period of nearly two years. We suggest that recognition of the role of “understanding why” in mathematics is crucial in the experience of mastery, and that there is a need to focus more on the role of subject matter knowledge in all sources of self-efficacy in teaching mathematics.  相似文献   

18.
Carl Toews 《PRIMUS》2017,27(7):707-724
Abstract

Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of proof, have a list of required topics, and depend critically on computational software. On the other hand, the American Statistical Association (ASA) has long advocated the sort of active and exploratory class design that in many respects parallels traditional inquiry-based learning (IBL). This paper reports on the author’s recent attempt to implement an inquiry-based course in introductory statistics that fuses established IBL techniques with the specific pedagogical recommendations of the ASA. A signature feature of this course is that many of the inquiry-based activities are explicitly tied to computer work in the open source language R.  相似文献   

19.
Abstract

As a strategic focus of talent cultivation in the new period, in recent years China’s vocational education practice has seen “leapfrog” style development. A systematic look at the current state of Chinese vocational education research and exploration of its core research institutions, most frequently cited works, research “hot topics,” and leading research is clearly needed and meaningful, and the method of using knowledge maps based on knowledge metrics provides an effective path to resolving this. Knowledge map software CiteSpace III was used to obtain quantitative statistics on works related to vocational education recorded in the Chinese Social Sciences Citation Index database and to explore the date, distribution by journal, and characteristics of the works; draw institutional cooperation maps; examine the core research institutions and their influence; draw publication citation maps; reveal most frequently cited works and their characteristics; draw key word co-occurrence maps; and explore the distribution of research hot topics and leading research.  相似文献   

20.
Abstract

This paper studies university students’ job‐selection criteria as an indicator of how socio‐economic forces have deconstructed the state‐supported value system in China in the course of reformatting a society in which money‐power has risen to combat not only political control but moral forces. The analysis is based on the surveys conducted by Chinese researchers in various institutes and different regions between 1990 and 1995. The study suggests the increasing importance of “a good income” in graduate job selection, which is a reflection of a set of new concepts competing with the official ideology. Growing market forces, translated into educational reform as “economic efficiency”, have undermined the effectiveness of political‐moral education. Because of the collapse of traditional values and the lack of new ethical standards of conduct, “money talks” has become a norm guiding social behaviours and personal relationships, and has helped form a force to resist the power of political‐moral education.  相似文献   

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