UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE     

Leigh N. Wood  Glyn Mather  Peter Petocz  Anna Reid  Johann Engelbrecht  Ansie Harding  Ken Houston  Geoff H. Smith  Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.  相似文献   

运用真实生命体创建真实自然环境的多感官参与原文选自Rowman & Littlefield 出版社2014年出版的《多感知博物馆:基于触摸、声音、嗅味、空间与记忆的跨学科视野》(The Multisensory Museum:Cross-Disciplinary Perspectives on Touch, Sound, Smell, Memory and Space)一书的第4章。因杂志版面限制，中译稿有少量删节。     

(美莫利·施泰因瓦尔德  梅利莎·哈丁  理查德V. 佩森蒂尼 《自然科学博物馆研究》2016,1(2):83-90

本文从植物等真实生命体在植物园中的运用实例出发,探讨围绕多感官体验的博物馆新型展览的构建。博物馆如何借鉴植物园中的相关经验来满足观众的学习与体验需求,同时促进观众间的互动和交流沟通,通过触摸真实植物等来开展自然基础教育,这值得我国博物馆尤其是自然科学博物馆借鉴。  相似文献   

Teaching Undergraduate Mathematics on the Internet     

Johann?EngelbrechtEmail author  Ansie?Harding 《Educational Studies in Mathematics》2005,58(2):235-252

The world wide web is becoming wider at an increasing rate. It is virtually impossible to take any kind of accurate snapshot of the state of its development. Undergraduate mathematics courses presented on the internet are relative newcomers to the race but nevertheless seem to be increasing in numbers also at a phenomenal rate. Internet education in mathematics is developing as a new mode of teaching with its own characteristics and possibilities, different from any traditional way of teaching. Research on this new mode of teaching is sparse and open research questions are temptingly plentiful. In a study presented in two parts, we try to capture the world of internet teaching of undergraduate mathematics with its myriad of possibilities. In this, the first part, we briefly list some of the technologies involved and we attempt to create some order in the huge number of activities that are available on the web. We give an overview of the scope of mathematics courses presented via the internet and attempt a graphical classification of the different types of web courses. In the second part (Engelbrecht, J. and Harding, A.: 2004a, Teaching undergraduate mathematics on the web 2: Attributes and possibilities) we discuss characteristics and implications of this mode of teaching/learning mathematics, list possible research issues and envisage possible future trends.  相似文献   

Transfer of algebraic and graphical thinking between mathematics and chemistry     

Marietjie Potgieter  Ansie Harding  Johann Engelbrecht 《科学教学研究杂志》2008,45(2):197-218

Students in undergraduate chemistry courses find, as a rule, topics with a strong mathematical basis difficult to master. In this study we investigate whether such mathematically related problems are due to deficiencies in their mathematics foundation or due to the complexity introduced by transfer of mathematics to a new scientific domain. In the investigation we exposed a group of students to a chemistry instrument based on the Nernst equation in electrochemistry, and an equivalent group of students to a similar mathematics instrument in which the questions were stripped of all chemistry context. Both tests contained items requiring algebraic as well as graphical skills. Students experienced few problems with the algebraic questions in both the chemistry and mathematics tests. Their graphical construction and interpretation skills, on the other hand, are inadequate, as can be seen from the poor performance in both the mathematics and the chemistry results of the graphical question. Our conclusion is that the problem seems to lie at the mathematics side and is not due to the transfer of mathematics to an application. © Wiley Periodicals, Inc. J Res Sci Teach 45: 197–218, 2008.  相似文献