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高职院校高等数学教学改革之我见 总被引：1，自引：0，他引：1
于宏坤 《佳木斯教育学院学报》2012,(1):166-167
本文章结合高职院校学生的特点和多年从事高等数学的教学经验,针对高职学生素质、教与学的突出矛盾等现状,进行了较为全面、深入的分析。并在此基础上,引发教学改革的思考,探讨如何有效提高高等数学教学质量和转变高等数学课教师的思想观念,将培养学生的创新精神和能力放在高等数学教学的首位。 相似文献
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龚雅玲 《南昌教育学院学报》2012,(4):81+86
数学实验教学的开展使计算机在数学学习中得到应用,由此激发学生的学习兴趣和积极性,让他们知道如何应用数学知识解决实际问题。将数学知识学习与计算机实验操作相结合,充实和发展了高等数学课程的内容及其作用,强化了对学生数学素质、计算机应用能力、创新意识和工程意识的培养。 相似文献
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Robert L. Brabenec 《Science & Education》1994,3(3):295-309
The value of studying the history of mathematics is often not realized by students in a traditional course in the history of mathematics who are overwhelmed by an apparently unrelated mass of names, dates, and facts. An alternate approach is to focus on the development of foundational issues in mathematics during the nineteenth century. This paper describes the outline of such a course, including suggestions for student research projects. 相似文献
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Sidika Nihan Er 《Journal of Further & Higher Education》2018,42(7):937-952
College readiness of students and the effectiveness of remedial mathematics courses have been under consideration for the last two decades. There is a considerable misalignment between the expectations of students regarding secondary education and those regarding higher education. Information about current expectations and perspectives of college mathematics faculty who have to deal with this gap is missing in the literature. This study explores college readiness of first-year students and topics that they need to have mastered before entering college. A survey was disseminated to college/university mathematics faculty throughout the US (48 states) whose email addresses were shown on their institutional webpages, and data were gathered from 737 faculty. The survey instrument includes scaled items reflecting the Common Core State Standards and free response items. The scaled items are divided into six subscales: Basics, Algebra, Functions, Geometry, Statistics and Probability, and Reasoning and Generalisation. Faculty responses are categorised and statistically analysed with respect to types of institution, position titles of the participants and types of course offered by those institutions. Findings indicate that faculty view first-year students as having poor mathematical ability in terms of what they consider to be important topics for college preparation. Faculty also agree that students need remediation, which, in its current state, is not sufficient. Implications of these results for further research and practice are discussed. 相似文献
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The quantum of instruction time allocated to curriculum subjects such as mathematics facilitates greater exposure to knowledge and skill development, leading to higher levels of achievement. There are a number of manifestations of time to consider when investigating the quantum of time in mathematics education. The OECD have investigated the time allocated to mathematics by schools internationally, while also reporting on the prevalence of private tuition and time spent on homework. However, to date, no attention has been afforded to the provision of ‘hidden curriculum time’ for mathematics. This study seeks to advance the work of the OECD and describes a case study that sought to ascertain if teachers in Ireland provide additional mathematics lessons outside of school hours. The authors examined how prevalent this practice is, how many additional minutes some students receive as a result of this practice and ascertained teachers’ reasons for providing/not providing these additional mathematics classes. The results from this case study show that the majority of teachers at Senior Cycle provide these classes while a large proportion of Junior Cycle teachers also do. In extreme cases, these additional classes expose students to an additional 88.3 h of mathematics over the two-year Senior Cycle programme. 相似文献
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周玉霞 《湖北成人教育学院学报》2007,13(2):94-95
针对高等数学的一些特点及目前学生的实际情况,教师应该如何充分利用评讲课培养学生的数学思维,培养其学习的主动性及学习的兴趣,从而提高教学效果。这是我们教师要思考的问题。 相似文献
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高等代数和数学分析是高校数学专业学生的基础课程之一。同学们普遍感到这些课程抽象，不易理解，且应用性不强．似乎对中小学数学教育没有实质性帮助。本文主要介绍坐标变换公式，哥西一施瓦兹不等式（Cauchy—Schwarz）中小数学中的体现，以期对广大数学专业学生有所帮助，从而改变他们对高等数学的认识。 相似文献
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《Studying Teacher Education》2013,9(2):175-186
This paper describes a self-study in which I, as a teacher educator, seek to understand how to respond effectively to my pre-service students' fears about learning and teaching primary mathematics. I studied my students' response to a new mathematics methods course that is tied to practicum. Results include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings. What I did not realize at the outset was that the students and I would be on a parallel journey. While I endeavored to listen to their voices, I struggled with my limited voice as a sessional instructor. While they struggled to feel like “real” math teachers, I struggled to feel like a “real” math professor. Fear of teaching math to young children was mirrored by my fear of pioneering a new course. Examination of a key incident in the first year of the course and of the role of a critical friend helped me to see and understand these parallel paths. 相似文献
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张玉成 《深圳信息职业技术学院学报》2012,10(2):37-40
本文针对数学的＂文化教育＂功能、教材对数学知识的处理、与教学内容相关生活素材的使用、数学教学知识的研讨等方面,对高职数学的教学进行思考,认为高职数学教师应当关注并完善这几个方面,这对促进教师在自己的数学教学中充分发挥数学教育的积极作用是有益的。 相似文献
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Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and use writing features to convey mathematics knowledge. We collected mathematics-writing samples from 155 4th-grade students in 2 states. Each student wrote about a computation word problem and fraction representations. We compared mathematics-writing samples to a norm-referenced measure of essay writing to examine similarities in how students use writing features such as introductions, conclusions, paragraphs, and transition words. We also analyzed the mathematics vocabulary terms that students incorporated within their writing and whether mathematics computation skills were related to the mathematics vocabulary students used in writing. Finally, we coded and described how students used mathematics representations in their writing. Findings indicate that students use organizational features of writing differently across the norm-referenced measure of essay writing and their mathematics writing. Students also use mathematics vocabulary and representations with different levels of success. Implications for assessment, practice, and intervention development are discussed. 相似文献
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Alan F. Chow 《Educational studies》2015,41(3):244-248
This evaluation examines the impact on student success rates related to changes in instructional programmes in undergraduate mathematics and statistics courses. Success for students taking courses with a computer-based homework component was compared with success of students who took the course in prior semesters without the computer-based component. Graphical and analytical tools are used to compare results. Results come from multiple semesters of each type of homework application, for both pre-calculus algebra and business statistics courses. Students whose performance is utilised in this study are undergraduate students taking introductory level college mathematics or business statistics courses, with mostly no prior instruction at this level. Comparing the success of the intervention group with the success of the baseline control group, findings support that the students using the computer-based homework instruction are just as successful as those using the traditional method of homework instruction. Utilising the online homework applications, provide several important advantages in today’s universities, including the reduced time for faculty grading, consistency of graded assignments across all sections of a course and most importantly, immediate feedback for students. 相似文献
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《Teaching and Teacher Education》2003,19(4):445-462
This study brings to the forefront pre-service teachers’ contrasting views between their own use of calculators and their views of appropriate use of calculators in the elementary school classroom. Using a Heideggerian perspective, this paper describes a course in which pre-service teachers study mathematics in a reform setting but may fail to connect their use of calculators and their views of how their future students could utilize technology in a similar manner. This study also demonstrates that, in contrast to commonly held beliefs about students’ overuse of calculators, most of the pre-service teachers did not rely exclusively on their calculators. 相似文献
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基础教育新数学课程的实施对中小学数学教师的教育教学工作提出了许多新的要求。从而也为培养中小学数学教师的高师数学教育提出了更高的要求．为了适应基础教育新课程的改革．高师数学教育应加强对师范生的情感态度及价值观的教育，调整高师的课程体系与内容，倡导新的学习方式，转变传统的教学方式。改革传统的评价方式. 相似文献
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Irene Bloom 《Journal of Mathematics Teacher Education》2007,10(4-6):399-403
This paper describes the implementation of extended analysis tasks (EATs) in a required mathematics course for prospective high school mathematics teachers, and investigates the mathematical discovery promoted through engagement with these tasks. Extended analysis tasks are designed to move students beyond the problem context to the underlying mathematical structure of the problem. The results of this study revealed that with careful implementation, these tasks were effective for generating powerful mathematical thinking in preservice mathematics teachers, improving their problem solving, and generally enhancing the habits-of-mind exhibited by successful mathematicians (Carlson & Bloom, 2005). 相似文献
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Mara G. Landers 《Educational Studies in Mathematics》2013,84(3):371-391
This article presents a theoretical conceptualization of mathematics homework as a social practice. Rather than considering homework as a task or an artifact, this approach frames homework in terms of the social contexts in which students participate and how students participate in those contexts. This perspective has long been suggested by homework researchers but has not been developed as a framework for understanding homework. Drawing from Wenger’s (1998) social theory of learning and research grounded in sociocultural theory, this conceptualization makes central meaning making and identity development, and puts forth meaning and identity as lenses for understanding students’ participation in the practice of mathematics homework. To further develop this conceptualization of homework, I draw on data from an ethnographic study of the role and meaning of mathematics homework in the lives of middle school students. Case studies of two students are presented to demonstrate the relationships among the meaning of homework, students’ identities, and their participation in the practice of homework. One student’s experiences support him in identifying as a capable mathematics student who is bound for continued academic success through high school to college. Thus, he comes to take on mathematics homework as a means to learn and succeed. The other student’s experiences support him in building an identity that leads him to reject homework. This conceptualization of homework and the case study data have implications for the practice of homework and for theories of students’ motivational dispositions in the context of mathematics homework and learning in general. 相似文献
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Many studies have found a strong relationship between the mathematics students study in school and their performance on an academic or school mathematics assessment but not on an assessment of mathematics literacy (ML). With many countries, like the USA, placing emphasis on finishing secondary education being mathematically literate and prepared for college or career, this raises the question about the relationship between the mathematics studied in school and any ML students may have. The Programme for International Student Assessment (PISA) ML assessment is embedded in real-world contexts that provide an important window on how ready students are to tackle the situations and problems that await them whether they intend to pursue further education beyond high school or intend to go directly into the labour force. In this paper, we draw upon the PISA 2012 data to investigate the extent to which the cumulative exposure to rigorous mathematics content, such as that embedded in college- and career-ready standards, is associated with ML as assessed in PISA. Results reveal that both exposure to rigorous school mathematics and experiencing the instruction of this mathematics through real-world applications are significantly related to all the real-world contextualized PISA ML scores. 相似文献
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The High Schools That Work school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student course taking and performance, we employ a rigorous comparative interrupted time series strategy to assess the extent to which HSTW meets its goal by increasing students’ successful progression through the mathematics and science pipelines. Each pipeline consists of three college preparatory courses: algebra 1, geometry, and algebra 2 in mathematics and biology plus two physical science courses in science. The results show no effect on pipeline progression for the average student and some evidence of increased gaps in course taking between more advantaged and disadvantaged students. 相似文献
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Lauretta Garrett Kelly Guest David Shannon Byunghoon Lee Li Huang Maria Calhoun Charleton 《Journal of Research on Technology in Education》2020,52(3):403-428
AbstractThis study investigated personalization as an innovation that can be used to impact college mathematics achievement. In the reported study, similar tasks using personalized data and teacher-selected data were implemented in courses in both 4-year and 2-year colleges. Pre- and posttests and student work were analyzed to examine the impact of personalization on student understanding. Our findings provide insight into how the use of the technology can influence students’ thinking and ability to connect with and use personally authentic data. 相似文献
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第二课堂与第一课堂共同构成高校人才培养系统。第二课堂数学教育教学既是对第一课堂教育教学的有益补充,又是培养新一代实践型大学生的有效途径。本文以新疆工程学院为例,针对高校数学教育教学面临的问题和不足,探讨了第二课堂数学教育教学的途径和方法。通过构建大学第二课堂数学教育教学体系,实现了大学生数学知识、能力、素质协调发展,提升了学生的综合素质,为大学数学教育工作者提供了供参考与借鉴。 相似文献