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1.
罗新兵 《中学数学教学参考》2005,(12):57-57
Over the past decades, mathematics irtstruction has undergone a ＂reform＂ movement that emphasizes eritical thinking, communication, and collaborative learning over rote memorization or application of formulas, procedures, and basic skills. Analogously, a new set of teaching methods focusing on these goals has been labeled ＂effective mathematics instruction.＂ We should view mathematics as a practical and useful applied science on the one hand, and a means fot improving reasoning and critical thinking on the other. 相似文献
2.
Lida J. Uribe-Flórez Jesse L. M. Wilkins 《International Journal of Science and Mathematics Education》2017,15(8):1541-1557
Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students’ (K–5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics achievement. However, using a longitudinal analysis, we documented a positive relationship between manipulative use and student mathematics learning during their elementary school years (K–5). From a teaching and learning perspective, these findings provide important evidence of the influence of long-term manipulative use on students’ overall learning. From policy and methodological perspectives, these findings provide evidence for the importance of modeling student learning (as opposed to achievement) when studying the effectiveness of instructional strategies. 相似文献
3.
Ancient Chinese mathematics has been the focus of many research studies and scholarly works from a historical perspective.
However, no move has been made to investigate its role in the teaching and learning of mathematics. This pilot study examined
the effects of an Ancient Chinese Mathematics Enrichment Programme (ACMEP) on the academic achievement of second year students
from a secondary school in Singapore—a strand of a principal study which had the intent of investigating possible roles of
ancient Chinese mathematics in the Singapore secondary school mathematics curriculum. Analysis of covariance was used to examine
the difference in mean scores on a variety of formal assessments in mathematics between students who participated in the ACMEP
and those who did not. In addition, scores on formal assessments of other relevant subjects were analyzed to further investigate
ACMEP’s scope of influence. 相似文献
4.
Drew Polly 《学校用计算机》2014,31(4):271-292
Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school teachers’ enactments of technology into their mathematics teaching. Each teacher was observed between 25 and 30 times during the school year. The types of technologies used as well as the types of mathematical tasks and problems that participants posed while teaching with technology were inductively analyzed. Inductive qualitative analyses indicated that participants’ technology use focused on presentation technologies such as the document camera or interactive whiteboard more than computer-based technologies or interactive activities. Further, teachers varied widely in their enacted pedagogies while integrating technology, and two participants demonstrated more frequent enactments of learner-centered pedagogies toward the end of the school year. Implications for researching teachers’ use of technology in the future are also shared. 相似文献
5.
There have been significant advance in educational technology but they have not always brought about measurable shifts in user behavior. This study examined the relationship between teachers’ knowledge about a tool and their use of that tool. In many secondary schools use of a Learning Platforms (LPs) is no longer optional although the degree of engagement with the technology remains a matter of choice. However, individual decisions to use selected functionalities of these systems are not well captured in current models of technology acceptance. In a best-case scenario, self-reported possible and actual use of LPs was acquired for 50 teachers from eight technology-rich schools. Three key barriers to use were identified: the functionality of the software, workloads and personal interest. Based on teachers’ knowledge of LP functionality and perceived barriers to use, four distinct groups of teachers emerged. A low-user group identified all three barriers, showed little enthusiasm for use of this technology and had a markedly impoverished perception of the LP. There were three distinct higher use groups based on perceived barriers. While the functions used by these three groups showed less variation, with innovative functions such Blogs and Wikis remaining aspirational, there were differences in how such limitations were viewed. Whether the response was one of complacency and frustration has implications for professional development programmes. 相似文献
6.
Levels and Dronkers (2006) showed that educational achievement differs between immigrant students from different regions of origin (Latin America, Northern Africa, and Western Asia). This follow-up paper establishes whether these differences in educational achievement between immigrant students from different regions of origin can be explained by school segregation, whether along ethnic or socioeconomic lines. Ethnic and socioeconomic school segregation have a negative influence on the scholastic achievement of all students, although the impact of socioeconomic school segregation is greater than that of ethnic school segregation. Ethnic school segregation affects the scholastic outcomes of native and immigrant students from some regions of origin more than those of immigrant students from other regions. The analysis shows that neither ethnic, nor socioeconomic, school segregation explains the lower mathematics achievement of immigrant students from Latin America, Northern Africa, and Western Asia. 相似文献
7.
Muhammet Arican 《International Journal of Science and Mathematics Education》2018,16(2):315-335
The purpose of this study was to investigate eight preservice middle and high school mathematics teachers’ solution strategies when solving single and multiple proportion problems. Real-world missing-value word problems were used in an interview setting to collect information about preservice teachers’ (PSTs) reasoning about proportional relationships. An explanatory case study methodology with multiple cases was used to make comparisons within and across cases. Analysis of the semi-structured interviews with each PST revealed that using practical problems, in which plastic gears and a mini balance system were provided, and multiple proportion problems facilitated the PSTs’ recognition of the proportional relationships in their solutions. Therefore, they avoided using cross-multiplication and erroneous strategies in those problems. Among the strategies that the PSTs used in solving single and multiple proportion problems, the ratio table strategy was the most frequent and effective strategy. The ratio table strategy enabled the PSTs to recognize the constant ratio and product relationships more than the other strategies. The results of this study illuminate how PSTs reason about proportional relationships when they cannot rely on computation methods like cross-multiplication. 相似文献
8.
Annette Hilton 《International Journal of Science and Mathematics Education》2018,16(1):145-165
Research on the impact of the integration of technologies such as iPads on primary students’ attitudes and engagement in mathematics is limited. Further, there have been claims that teachers’ pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the influence of teaching and learning mathematics with iPads on students’ attitudes and engagement in mathematics. The participants in this study were students in a large urban primary school, implementing an iPad program for teaching and learning across the curriculum. Surveys with five-point Likert-type items were used to measure students’ attitudes to mathematics. Students from Years 2 to 6 completed the survey at the beginning and end of two consecutive school years. Survey results suggested that iPad use in mathematics has the potential to impact positively on students’ attitudes to mathematics. At the end of the second year of the study, semi-structured interviews were conducted with teachers and students. The interview responses confirmed that iPads had a positive influence on students’ engagement and attitudes to mathematics, and that the pedagogical approaches utilised by teachers for embedding iPads in their mathematics lessons contributed positively to these outcomes. 相似文献
9.
Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher’s support, learning motives and strategies, attitudes, and grade aspiration. Based on regression and cluster analyses, this study found convergent evidence supporting the benefits of adopting additional adaptive goals alongside mastery goals. Regression analyses located significant interaction between pro-social goals and mastery goals in predicting higher levels of positive learning attitudes and lower levels of surface learning motives. Cluster analyses confirmed that students endorsing pro-social goals, performance-approach goals and mastery goals in their goal profiles had an adaptive pattern of perceptions, use of strategies, learning motives and grade aspiration in mathematics. 相似文献
10.
This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic
review of existing literature. A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving
a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition,
several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting
mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics
achievement of special need students than that of general education students, the positive effect of CT was greater when combined
with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized
tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The
weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted
for by a few technology, implementation and learner characteristics in the studies. 相似文献
11.
The present study takes an interdisciplinary mathematics–physics approach to the acquisition of the concept of angle by children in Grades 3–5. This paper first presents the theoretical framework we developed, then we analyse the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics‐based teaching sequences tested in three classrooms. We showed that at the end of each teaching sequence the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play, and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics, and modelling. In conclusion, we discuss the respective merits of each problem situation proposed. 相似文献
12.
This article shows how Yup’ik cosmology, epistemology, and everyday practice have implications for the teaching of school
mathematics. Math in a Cultural Context (MCC) has a long–term collaborative relationship with Yup’ik elders and experienced
Yup’ik teachers. Because of this long–term ethnographically–oriented relationship, the authors – both insiders and an outsider
– have been able to understand the mathematical implications of everyday Yup’ik practice. As the article demonstrates, body
proportional measuring and symmetry/splitting are two generative solution strategies used by Yup’ik elders in solving everyday
problems. We argue that proportional measuring coupled with symmetry/splitting can provide school mathematics with an alternative
pathway to the teaching of some aspects of geometry and rational number reasoning. 相似文献
13.
Xiaoyan Zhao Marja Van den Heuvel-Panhuizen Michiel Veldhuis 《International Journal of Science and Mathematics Education》2018,16(7):1387-1407
This study investigated Chinese primary school mathematics teachers’ views on assessment in an effort to determine their assessment profiles. A large-scale questionnaire survey with 1101 teachers from 12 Chinese provinces and regions was carried out. The teachers reported to use assessment on a daily or weekly basis for different purposes. They recognized the importance of assessing different types of skills and knowledge and considered assessment useful for improving teaching and learning. To determine teachers’ assessment profiles, we used several latent variable modeling techniques. With exploratory factor analyses, we identified eight factors in the teachers’ responses: general instructional decision-making assessment purposes [1], specific instructional decision-making assessment purposes [2], assessment methods [3], diversity of assessment problem format [4], importance of assessing skills and knowledge [5], importance of assessing extra-curricular skills [6], Perceived usefulness [7], and acceptance of assessment [8]. When these factors were used to interpret the results of a latent class analysis, three distinct assessment profiles could be distinguished. One fifth of the teachers were in the Enthusiastic assessors profile. These teachers not only reported to use assessment frequently [3, 4] and purposefully [1, 2], but also highly endorsed its importance [5, 6] and usefulness [7, 8]. Around half of the teachers were in the Mainstream assessors profile; these teachers scored close to the mean on all factors. The remaining teachers held the relatively negative views on assessment and were therefore in the Unenthusiastic assessors profile. This profile characterization sheds light on Chinese primary school mathematics teachers’ assessment culture. 相似文献
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15.
Stefanie Rach Aiso Heinze 《International Journal of Science and Mathematics Education》2017,15(7):1343-1363
Particularly in mathematics, the transition from school to university often appears to be a substantial hurdle in the individual learning biography. Differences between the characters of school mathematics and scientific university mathematics as well as different demands related to the learning cultures in both institutions are discussed as possible reasons for this phenomenon. If these assumptions hold, the transition from school to university could not be considered as a continuous mathematical learning path because it would require a realignment of students’ learning strategies. In particular, students could no longer rely on the effective use of school-related individual resources like knowledge, interest, or self-concept. Accordingly, students would face strong challenges in mathematical learning processes at the beginning of their mathematics study at university. In this contribution, we examine these assumptions by investigating the role of individual mathematical learning prerequisites of 182 first-semester university students majoring in mathematics. In line with the assumptions, our results indicate only a marginal influence of school-related mathematical resources on the study success of the first semester. In contrast, specific precursory knowledge related to scientific mathematics and students’ abilities to develop adequate learning strategies turn out as main factors for a successful transition phase. Implications for the educational practice will be discussed. 相似文献
16.
International Journal of Science and Mathematics Education - This study presents a characterization of prospective early childhood teachers’ (ECEPTs) and prospective elementary school... 相似文献
17.
What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives 总被引：1，自引：0，他引：1
Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with attention to various processes such as reasoning and problem solving. In a series of three interviews, we examined nine experienced and professionally active teachers’ views of good mathematics teaching and how it develops. The interviews were couched in the context of the teachers mentoring student teachers. In general, these teachers thought good teaching requires a sound knowledge of mathematics, promotes mathematical understanding, engages and motivates students, and requires effective management skills. Furthermore, the teachers felt that good teaching is developed from experience, education, personal reading and reflection, and interaction with colleagues. Experience was considered the primary contributor. The article compares and contrasts the teachers’ notions of good teaching with those of various scholars and researchers and positions stated in various reform documents. 相似文献
18.
Despite the wide interest in combining mathematics education and the history of mathematics, there are grave and fundamental problems in this effort. The main difficulty is that while one wants to see historical topics in the classroom or an historical approach in teaching, the commitment to teach the modern mathematics and modern mathematical techniques necessary in thepure and applied sciences forces one either to trivialize history or to distortit. In particular, this commitment forces one to adopt a Whiggish approach to the history of mathematics. Two possible resolutions of the difficulty are (1) radical separation – putting the history of mathematics on a separate track from the ordinary course of instruction, and (2) radical accommodation – turning the study of mathematics into the study of mathematical texts. 相似文献
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20.
Erik Jacobson Joanne Lobato Chandra H. Orrill 《International Journal of Science and Mathematics Education》2018,16(8):1541-1559
Mathematics teacher education aims to improve teachers’ use of mathematical knowledge to support teaching and learning, an aspect of pedagogical content knowledge (PCK). In this study, we interviewed teachers to understand how they used mathematics to make sense of student solutions to proportional reasoning problems. The larger purpose was to find accurate ways of categorizing teachers’ ability to do this vital aspect of teaching and thereby to inform assessment, teacher education, and professional development. We conjectured that teachers’ PCK for proportional reasoning could be reliably described in terms of attention to quantitative meanings in story problem contexts and in terms of understanding naïve forms of proportional reasoning. Instead, our findings reveal that individual teachers used a variety of means to make sense of (1) cognitively similar student solutions to different tasks and (2) mathematically related steps of a student solution within a single task. These findings illustrate the complexity of PCK for the topic of proportional reasoning and suggest the limits of what can be inferred about teacher knowledge from teachers’ evaluations of student solutions. We discuss implications for teacher education and assessment. 相似文献