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21.
The Development of Everyday Mathematics in Brazilian Children with Limited Formal Education 总被引：1，自引：0，他引：1
Steven R. Guberman 《Child development》1996,67(4):1609-1623
The sociocultural context in which children acquire and use everyday mathematics was studied in Brazilian shantytown communities. Children's developing mathematical abilities and use of currency in solving commercial problems were investigated. Interviews with the parents of 105 children from 4 to 14 years of age indicated that, when sent to make purchases at local stands, the problems entailed in the responsibilities parents assigned to children involved greater arithmetical complexity with increasing age. Children's accuracy and strategy use on arithmetic tasks similar to the problems encountered in commercial transactions revealed: ( a ) many children used currency to aid their problem solving; ( b ) with increasing age, currency use declined; and ( c ) children's currency use progressed from global estimates to the mental decomposition and manipulation of currency values. The mathematical complexity of children's commercial transactions correlated significantly with their mathematics performance even when age, grade in school, and years of schooling were statistically controlled The results provide evidence that by adjusting the mathematical complexity of children's commercial transactions, parents facilitate connections between children's developing competence and their everyday activities. 相似文献
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Katrien Struyven Filip Dochy Steven Janssens Wouter Schelfhou Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202
This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes. 相似文献
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