Seizing the Opportunity to Create Uncertainty in Learning Mathematics   总被引：1，自引：0，他引：1  

Orit?ZaslavskyEmail author 《Educational Studies in Mathematics》2005,60(3):297-321

The paper is a reflective account of the design and implementation of mathematical tasks that evoke uncertainty for the learner. Three types of uncertainty associated with mathematical tasks are discussed and illustrated: competing claims, unknown path or questionable conclusion, and non-readily verifiable outcomes. One task is presented in depth, pointing to the dynamic nature of task design, and the added value stimulated by the uncertainty component entailed in the task in terms of mathematical and pedagogical musing.  相似文献   

Linking Assessment and Intervention for Developmental/Functional Outcomes of Premature,Low-birth-weight Children     

Yaoying?XuEmail author  John?W.?Filler 《Early Childhood Education Journal》2005,32(6):383-389

Prematurity and low birth weight (LBW) are two major biological factors that put infants and young children at high risk for developmental delays or disabilities. While survival rates for premature and LBW children have improved, incidence figures have changed little over the past 20 years; in fact, the incidence of LBW has increased. Although the vast majority of LBW children have normal outcomes, as a group, they have higher risk for subnormal growth, illnesses, and neurodevelopmental problems. The purpose of this article is to examine the factors that influence the effectiveness of early intervention for premature, LBW children and to describe a strategy for linking assessment and early intervention. Linking assessment and intervention involves comprehensive assessment; a team approach to both assessment and intervention; empowering and enabling families; and the development of functional goals and objectives.  相似文献   

Secondary Education Systemic Issues: Addressing Possible Contributors to a Leak in the Science Education Pipeline and Potential Solutions     

Hollie?YoungEmail author 《Journal of Science Education and Technology》2005,14(2):205-216

To maintain the legacy of cutting edge scientific innovation in the United States our country must address the many pressing issues facing science education today. One of the most important issues relating to science education is the under-representation of African Americans and Hispanics in the science, technology, and engineering workforce. Foreshadowing such under-representation in the workforce are the disproportionately low rates of African American and Hispanic students attaining college degrees in science and related fields. Evidence suggests disparate systemic factors in secondary science education are contributing to disproportionately low numbers of African American and Hispanic students in the science education pipeline. The present paper embarks on a critical analysis of the issue by elucidating some of the systemic factors within secondary education that contribute to the leak in the science education pipeline. In addition, this review offers a synthesis and explication of some of the policies and programs being implemented to address disparate systemic factors in secondary schools. Finally, recommendations are offered regarding potential mechanisms by which disparities may be alleviated.  相似文献   

The Relationship Between School Composition,School Process and Mathematics Achievement in Secondary Education in Argentina     

Rubén?Alberto?Cervini?IturreEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(2-3):173-200

Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning.  相似文献   

Kindergarten Teachers’ Conceptions of Environmental Education     

Evgenia?FlogaitisEmail author  Maria?Daskolia  Evagelia?Agelidou 《Early Childhood Education Journal》2005,33(3):125-136

A written questionnaire was used to obtain information regarding Greek kindergarten teachers’ personal views on the concept of Environmental Education (EE). The questionnaire was also designed to obtain the teachers’ views relative to a series of theoretical and methodological issues concerning the application of EE. It was ascertained that the prevalent conception of the kindergarten teachers includes the following: (a) it is directed towards a knowledge-centered type of EE, (b) it is primarily centered on nature and its protection in terms of EE content, (c) it aims not only to shape citizens willing to adopt environmental measures recommended by the experts, but who will also actively participate in social actions for the protection of the environment, (d) it favors learning procedures in the environment with field study activities, (e) it must be compulsory in the kindergarten level.  相似文献   

债转股中存在的问题与实施对策     

裴辉儒 《滨州学院学报》2001,17(1):16-18

:债转股是国家解决国有企业脱困、盘活边缘性不良资产、化解金融风险的重大经济措施 ,最终目的是将股权变现 ,提高企业的经营管理水平和经济绩效 ,减轻财政负担。但债转股不是债务赦免 ,债转股还存在着许多问题需要解决。我们必须采取有效的对策才能保证债转股工作的正常运行  相似文献   

Modelling success networks to improve the quality of undergraduate education     

Geoff Woolcott  Robyn Keast  Daniel Chamberlain  Ben Farr-Wharton 《Quality in Higher Education》2017,23(2):120-137

Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms.  相似文献   

Application of stochastic method to optimum design of energy-efficient induction motors with a target of LCC     

方攸同  范承志  叶云岳  陈永校 《浙江大学学报(A卷英文版)》2003,4(3):270-275

For an energy-efficient induction machine, the life-cycle cost (LCC) usually is the most important index to the consumer. With this target, the optimization design of a motor is a complex nonlinear problem with constraints. To solve the problem, the authors introduce a united random algorithm. At first, the problem is divided into two parts, the optimal rotor slots and the optimization of other dimensions. Before optimizing the rotor slots with genetic algorithm (GA), the second part is solved with TABU algorithm to simplify the problem. The numerical results showed that this method is better than the method using a traditional algorithm. Project (No. 601299) supported by the Science Foundation of Hebei Province, China.  相似文献   

Analysis of the cognitive unity or rupture between conjecture and proof when learning to prove on a grade 10 trigonometry course     

Jorge?Fiallo  Angel?GutiérrezEmail author 《Educational Studies in Mathematics》2017,96(2):145-167

We present results from a classroom-based intervention designed to help a class of grade 10 students (14–15 years old) learn proof while studying trigonometry in a dynamic geometry software environment. We analysed some students’ solutions to conjecture-and-proof problems that let them gain experience in stating conjectures and developing proofs. Grounded on a conception of proof that includes both empirical and deductive mathematical argumentations, we show the trajectories of some students progressing from developing basic empirical proofs towards developing deductive proofs and understanding the role of conjectures and proofs in mathematics. Our analysis of students’ solutions is based on networking Boero et al.’s construct of cognitive unity of theorems, Pedemonte’s structural and referential analysis of conjectures and proofs, and Balacheff and Margolinas’ cK¢ model, while using Toulmin schemes to represent students’ productions. This combination has allowed us to identify several emerging types of cognitive unity/rupture, corresponding to different ways of solving conjecture-and-proof problems. We also show that some types of cognitive unity/rupture seem to induce students to produce deductive proofs, whereas other types seem to induce them to produce empirical proofs.  相似文献   

Development of comprehension monitoring in beginner readers     

Language  Reading Research Consortium  Gloria?Yeomans-Maldonado 《Reading and writing》2017,30(9):2039-2067

The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.  相似文献