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Educational Studies in Mathematics - Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44... 相似文献
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Arthur J. Cropley 《High Ability Studies》1994,5(1):6-23
Recent years have seen substantial changes in the conceptualization of giftedness: incorporation of gifts in areas other than those emphasized in school, emphasis on qualitative aspects (patterns and structures rather than levels) and acceptance of the importance of noncognitive factors in giftedness (e.g., motivation, self‐image, feelings). A further broadening has involved steadily increasing emphasis on creativity, which is seen as interacting with conventional intelligence to yield “true” giftedness. Creativity itself involves both cognition and noncognitive factors such as emotion, motivation and social influences. Fostering of giftedness requires encouragement of creativity, and especially of intense interest, prolonged effort, the feeling of not being alone and the joy of achieving. 相似文献
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Studies of freshman-senior data on undergraduates show that, despite major differences among institutions and students, the direction of net change was basically the same in several diverse colleges. Institutional freshmen means spanned a wide range, yet students became more autonomous, more aware, more integrated, more aesthetically sensitive, more tolerant, more liberal in religious views, and less concerned about material possessions. Although all students tended to change in the same direction at all colleges, they did not become more similar; diversity increased for the total group and, more often than not, diversity increased within each college.When sub-groups of similar students were examined within institutions, different patterns of change appeared, and were systematically related to such factors as college climate, student characteristics, teaching practices and study activities, and student-faculty relationships. Thus, differential change occurred as a function of institutional fit. When there is a close fit change proceeds along lines indicated by cultural and genetic forces and is consistent among diverse colleges. Where there is a misfit — students who have not developed to the general level at which a college operates, or whose development has gone beyond the operating level of a college — significant changes occur which are strongly associated with varied college characteristics and educational practices.The research reported here was supported by NIMH Grant #MH14780-05 相似文献
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van der Wal Nathalie J. Bakker Arthur Drijvers Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104
Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future. 相似文献
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Scotty Craig Arthur Graesser Jeremiah Sullins Barry Gholson 《Learning, Media and Technology》2004,29(3):241-250
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational analyses revealed significant relationships between learning and the affective states of boredom, flow and confusion. The positive correlation between confusion and learning is consistent with a model that assumes that cognitive disequilibrium is one precursor to deep learning. The findings that learning correlates negatively with boredom and positively with flow are consistent with predictions from Csikszentmihalyi's analysis of flow experiences. 相似文献
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