Teaching Integration: How Certain Instructional Moves May Undermine the Potential Conceptual Value of the Riemann Sum and the Riemann Integral     

Steven R. Jones  YaeRi Lim  Katie R. Chandler 《International Journal of Science and Mathematics Education》2017,15(6):1075-1095

Past research in calculus education has shown that Riemann sum-based conceptions of the definite integral, such as the multiplicatively based summation (MBS) conception, can have important value in interpreting and making sense of certain types of definite integral expressions. However, additional research has shown that students tend to not draw on the MBS conception, even in situations where it would be advantageous to do so. In this study we examine how introductory instruction on integration, in which explicit attention is given to the Riemann sum and Riemann integral, may be related to students’ tendency to not use the MBS conception. In particular, it appears that some calculus instructors may make instructional moves in their classrooms that directly undermine the time the instructors had spent developing the Riemann sum and Riemann integral concepts. In doing so, students may perceive these concepts only as calculational procedures, rather than as a potential source of conceptual meaning.  相似文献   

Research Report RECSAM: Computers in Education Project,Singapore Study     

Wong Khoon Yoong  Lim Yoke Seng  Low Khah Gek 《Asia Pacific Journal of Education》1989,10(1):66-70

From 1986 to 1988, Regional Centre for Education in Science and Mathematics (RECSAM) at Penang organised the Computers in Education Project with financial support from the Australian Government. The aim of the Project was to provide information on the use of computers in education among SEAMEO countries. Such information, it was thought, could be useful for educators who needed to formulate sound policies regarding the introduction, management, and use of computers in schools and the roles of computers in education in general. Six countries took part in this project including a team from Singapore.  相似文献   

Forum: A Conversation on ‘Sense of Place’ in Science Learning   总被引：1，自引：0，他引：1  

Joe L. Kincheloe  Elizabeth McKinley  Miyoun Lim  Angela Calabrese Barton 《Cultural Studies of Science Education》2006,1(1):143-160

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Practicum teachers’ use of mobile technology as measured by the technology acceptance model     

Zachary Walker  Hui Han Kho  Desiree Tan  Nathaniel Lim 《Asia Pacific Journal of Education》2020,40(2):230-246

ABSTRACT

This study utilized the Technology Acceptance Model (TAM) to examine practicum teachers’ current use of mobile technology and their intentions of use in the future. A survey was conducted to better understand the relationship between practicum teachers and their potential assimilation of technology into classroom practice. The survey questionnaire was administered to 100 undergraduate students at [institute withheld], [country withheld]’s teacher preparatory university. The following four key constructs of the TAM were assessed: perceived ease of use (PEU), perceived usefulness (PU), subjective norm (SN), and behavioural intention to use (BIU). The impact of practicum teachers’ gender and academic subjects on their acceptance of technology were also investigated. The present study found strong links between PEU and PU. While practicum teachers perceived mobile technology as being useful and intended to use it in their classrooms, BIU was not significantly impacted by PEU, PU, or SN. The data also suggested that gender did not affect BIU while practicum teachers’ academic subjects might be an indicator of their future intentions to use mobile technology. With these findings, recommendations are made to further improve the integration of mobile technology in classroom practice.  相似文献   

Spirit of the game: Empowering students as designers in schools?   总被引：1，自引：0，他引：1  

Cher Ping Lim 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):996-1003

The aim of this paper and the one which follows is to explore how the potential of computer games may be taken up in schools to support learning engagement among students. It is not the intention of the papers to dismiss existing classroom practices or overlook accounts of innovative practices in schools; the papers' aim is to provide educators who are interested in exploring the use of computer games in schools with information and ideas about how these games may be effectively used to engage students in their learning. This paper questions whether the empowerment of students to create games for one another based on the school curriculum may address the insignificance of computer games in the sociocultural setting of the school. Both papers have been commissioned by Microsoft (Asia‐Pacific) under the Partners‐In‐Learning Initiative. Under this initiative, Microsoft establishes partnerships with ministries of education, national and local government bodies, and other stakeholders to empower students and teachers to realize their full potential, mediated by information and communication technologies.  相似文献   

Learning Styles Relevant to Identified Personality Types of Secondary Level Students     

Lim Tock Keng 《Asia Pacific Journal of Education》1995,15(2):42-51

This study investigated the inter-relationships between learning styles as measured by Kolb's Learning Style Inventory 1985 (LSI) and personality types as measured by Myers-Briggs Type Indicator (MBTI). The two instruments were administered to tenth grade students in Singapore. The canonical correlation analysis revealed two significant canonical correlation coefficients, indicating moderate relationships between the variables of the LSI and MBTI. The canonical variates represented abstract thinking and reflective thinking, factors associated by the students with academic achievement. The LSI types and the MBTI learning profiles of the sample were also examined.  相似文献   

A Holistic Approach Towards the Use of an Integrated Online Delivery and Management System     

Cher Ping Lim 《Learning, Media and Technology》2001,26(1):19-33

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Entry and competitive dynamics in the mobile telecommunications market     

Zi-Lin He  Kwanghui Lim  Poh-Kam Wong 《Research Policy》2006,35(8):1147-1165

We propose an extension of the Gans-Stern [Gans, J.S., Stern, S., 2003. The product market and the market for “ideas”: commercialization strategies for technology entrepreneurs. Research Policy 32 (2), 333-350] framework that includes entry by existing firms. An incumbent firm possessing complementary assets and strong appropriability is in a formidable position [Teece, D.J., 1986. Profiting from technological innovation: implications for integration, collaboration, licensing, and public policy. Research Policy 15 (6), 285-305]. However, a de alio entrant can leverage complementary assets to enter along a new technological trajectory, and then develop appropriability. We illustrate how several mobile telecommunications firms (Ericsson, Nokia and Samsung) pursued this strategy to catch up with the market leader (Motorola). We also identify several shortcomings in Motorola's approach: it was too inward-looking in developing technologies, but ironically not inward-looking enough in exploiting its most valuable patents.  相似文献   

Nurturing Giftedness Through the Mentor‐Link Programme     

Tock Keng Lim 《High Ability Studies》1996,7(2):169-177

Recognising that gifted students need to interact with mentors to achieve their potential, the Chinese High School (CHS) in Singapore launched the Mentor‐Link (M‐L) programme to guide its gifted students in their projects. Gifted students are given the opportunity to interact and share mutual interests and passions with scientists in professional and tertiary institutions. The M‐L programme is structured by guidelines on the roles of students, teacher advisors, mentors and evaluation of projects. Over the last two years, students have done some good projects in the areas of Applied Science, Biology, Innovation, Defence Science, Robotics and Mathematics. Mentoring has provided the CHS gifted programme with an opportunity to deal with the heterogeneity of talents in gifted students and enhance their potential.  相似文献   

School Restructuring in Hong Kong: The Perceptions of Middle Managers     

Clive Dimmock  Peter Hang Woi Lim 《Asia Pacific Journal of Education》1999,19(1):59-77

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