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21.
Stephen Lerman 《Educational Studies in Mathematics》2001,46(1-3):87-113
From a sociocultural perspective an object of research on mathematics teaching and learning can be seen as a particular moment in the zoom of a lens. Researchers focus on a specific part of a complex process whilst taking account of the other views that would be obtained by pulling back or zooming in. Researching teaching and learning mathematics must be seen in the same way. Thus in zooming out researchers address the practices and meanings within which students become school-mathematical actors, whilst zooming in enables a study of mediation and of individual trajectories within the classroom. In each choice of object of research the range of other settings have to be incorporated into the analysis. Such analyses aim to embrace the complexity of the teaching-learning process. This article will present a cultural, discursive psychology for mathematics education that takes language and discursive practices as central in that meanings precede us and we are constituted within language and the associated practices, in the multiple settings within which we grow up and participate. 相似文献
22.
Miri Barak Judson Harward George Kocur Steven Lerman 《Journal of Science Education and Technology》2007,16(4):325-336
Within the framework of MIT’s course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes
an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of
wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different
instructional strategies, comparing traditional teaching with two models of the studio format. Students’ learning outcomes,
specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings
indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students’ learning outcomes
in Java programming. Comparing to the traditional courses, more students in the studio courses received “A” as their final
grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming
principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide
future versions of the course. 相似文献
23.
This paper is drawn from a doctoral thesis (Rosa, 2008) that examines the relations established between the construction of online identities and the teaching and learning of the
definite integral concept in an online learning course. The role-playing game (RPG) is played out through chat and calls for
the creation of characters (online identities) by each player. In the research process on online learning in mathematics education,
Rosa (2008) discusses the role of the construction of online identities. We characterise how this process, in a general way, draws on
qualitative research processes and, in a specific way, is linked to the construction of mathematical knowledge in cyberspace.
We discuss who the research subjects are in mathematics education research. The results suggest that: (a) cyberspace is a
natural environment in an online RPG context; (b) the playful process in online learning in mathematics education brings important
new aspects to our understanding of mathematical knowledge as a social construction; (c) the investigation becomes a game;
(d) research subjects are who they want to be while they are in flow, that is, there is intentionality; (e) the challenge
of research methodology inside cyberspace must be faced by researchers; and (f) the researcher needs to consider those different
identities as integral to the research process. 相似文献
24.
This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We report on 120 higher achieving students, 10 from each of English and Israeli, 12–18 years old. Iterative and comparative analysis identified similarities and differences in students’ responses and we conjecture links between curriculum, enactment, task design, and students’ responses. Towards the end of school, students from both curriculum backgrounds performed similarly on most tasks but approached these by different routes, such as intuitive or formal and with different understandings, including correspondence and covariational approaches to functions. 相似文献
25.
Michal Ayalon Anne Watson Steve Lerman 《International Journal of Science and Mathematics Education》2016,14(6):1153-1173
Identifying and expressing relations between quantities is a key aspect of understanding and using functions. We are aiming to understand the development of functions understanding throughout school years in Israel. A survey instrument was developed with teachers and given to 20 high and average achieving students from each of years 7–11 and to 10 high achieving students from year 12, a total of 110 students. Our analytical approach is to identify qualitatively what students appeared to do and whether their approaches led to complete solutions. We look for progress in understanding variables and relations between them, and we found that there does not appear to be a strong link between curriculum and informal understandings of variables and covariation, but there are other strengths. 相似文献