A response to strategies and tactics through participatory action research in a developmental mathematics course     

German Alonso Moreno  David Rutledge 《Educational Action Research》2018,26(3):420-438

This paper explores the value of participatory action research in a community college developmental mathematics course. The authors used the framework of critical mathematics education in order to understand the critical conversations of students about their learning experiences, and also to help the instructor of the course develop the curriculum that attended to student experiences. The authors also draw on Michel de Certeau’s ideas about strategies and tactics to understand how students responded to their past learning experiences. Data results from the study show that students can gain a better understanding of their own learning and subsequently develop deeper content knowledge when they are more involved in the teaching and learning process. Lastly, the authors conclude that as adult learners grow in their understanding of the learning processes and of the content being presented, participatory action research can play an important role in the entire development of thinking and intellectual engagement.  相似文献   

高中几何课程标准之我见   总被引：5，自引：1，他引：5  

王建明  张思明  王鹏远  赵大悌  刘美伦 《数学教育学报》2001,10(4):55-58

高中几何课程设计应该使学生在现实的和未来的学习经验（知识的经验和实际的经验）中，提升他们对几何价值的认识，高中几何课程标准的过程标准应该包括推理与证明、问题解决、多重表示和交流与合作，过程标准贯穿于教学内容标准之中。  相似文献   

全日制义务教育数学新课程标准与数学教育改革   总被引：4，自引：0，他引：4  

姜涛 《数学教育学报》2006,15(2):87-89

目前进行的数学教育改革的理论基础基本上还是人们常议常新的杜威实用主义．新课标把数学定义为一个过程、一种技术，是为了贯彻杜威的实用主义思想．片面的数学定义对新课标的影响表现在：忽视基础，片面强调应用，不要推理论证没有了数学的灵魂，将教师角色错误定位．数学教育应该是改革而不应该是革命．  相似文献   

Science and Mathematics Efficacy Beliefs Held By Practicing and Prospective Teachers: A 5-Year Perspective     

Wenner  George 《Journal of Science Education and Technology》2001,10(2):181-187

A compilation of results from three studies, conducted over a 5-year period, compare and contrast efficacy beliefs held by prospective and practicing teachers toward science and mathematics instruction. Particular attention is directed toward confidence and accountability factors. The theoretical background is derived from Bandura's model as well as the locus of control construct. Recommendations for teacher education programs are offered.  相似文献   

Students' level of boredom,boredom coping strategies,epistemic curiosity,and graded performance     

Altay Eren  Hamit Coskun 《The Journal of educational research》2016,109(6):574-588

The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups.  相似文献   

21世纪中国的数学教学     

綦春霞 《教育学报》2002,(9):42-45

本文探索了新世纪数学教学的目标、内容、组织形式和评价等方面的新趋势  相似文献   

Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia     

Zhongjun Cao  Alan Bishop  Helen Forgasz 《Educational Studies in Mathematics》2007,64(1):85-106

This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed.  相似文献   

The Art of Mathematics: Bedding down for a new era     

Tony  Brown 《Educational Philosophy and Theory》2007,39(7):755-765

  相似文献   

对<数学课程标准>的几点认识与思考     

张绍康 《昭通师范高等专科学校学报》2003,25(5):61-64

阐述了对《数学课程标准》的认识以及贯彻《数学课程标准》应注意的一些问题．  相似文献   

宋代数学发展浅析     

左林 《连云港师范高等专科学校学报》2007,3(1):77-81

宋代是我国古代数学发展的黄金时期,其数学教育为宋元数学的巨大成就奠定了基础.宋代数学教育的高度发展和理学思想的兴起是宋代数学发展的主要原因.  相似文献