The Impact of an SES-Based Model on a College's Undergraduate Admissions Outcomes     

Young  John W.  Johnson  Paul M. 《Research in higher education》2004,45(7):777-797

In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000).  相似文献   

数学美的本质   总被引：7，自引：0，他引：7  

张玉峰  孟爱红 《数学教育学报》2006,15(3):24-26

数学家庞加勒曾把数学美的内容和基本特征概括为统一性、简洁性、对称性、协调性和奇异性.徐利治教授认为这一概括十分精辟,也为大多数数学家所承认.数学美的概念与其它的事物一样,也是随着社会的发展而发展.数学美是现实美的反映,它是现实肯定实践的一种自由形式.  相似文献   

浅论数学猜想的作用与构成     

段珍兰 《湖北广播电视大学学报》2007,27(6):140-141

数学猜想作为一种数学想象,是人的思维在探索数学规律、本质时的一种策略。它是建立在已有的事实经验基础上,运用非逻辑手段而得到的一种假定,是一种合理推理。在科学技术迅猛发展的今天,人们的教育观念已经发生了根本的转变,社会需要的是高素质的智能型人才,因此,学校的数学教育在重点培养学生逻辑思维的同时,也越来越重视非逻辑思维的培养,特别是不失时机地引导学生进行数学猜想,笔者就学习数学史的体会在本文中对数学猜想、数学猜想的作用和构成作一点阐述。  相似文献   

数学建模思想融入大学数学教学内容的认识与实践     

曹殿立  叶耀军  李炳军  孙成金  温建 《周口师范学院学报》2007,24(5):54-55

将数学建模思想融入大学数学教学内容之中，能够有效地培养大学生运用数学知识解决实际问题的能力.本文探讨了将数学建模思想融入大学数学教学内容之中应遵循的目标和原则，并介绍了作者的改革实践，以期为高等院校大学数学的教学改革提供参考.  相似文献   

随机变量的函数的数学期望   总被引：1，自引：0，他引：1  

王雪琴 《渭南师范学院学报》2002,17(2):47-48

由“曲线分布密度”的公式φq(y)=∑kφξ(xk)|g‘k(y)|和“曲面分布密度”的公式φξ(z)=∫czφ(g(y,z),y)|g‘z(y,z)|dy，对有函数关系的随机变量η=f（ξ）及ξ=f(ξ，η)的数学期望公式E（η）=∫φ(x)f(x)dx和E（ξ）=∫∫f(x,y)φ(x,y)dxdy给出证明，并给出了若干应用。  相似文献   

高职数学教材开发与创新构想     

龙辉 《重庆职业技术学院学报》2003,12(4):115-116

高职数学教材建设的现状与高职教育培养目标的要求存在着较大的差距,必须进行开发和创新。首先应意识到开发与创新的紧迫性,并树立正确的指导思想,然后从实际调查入手,掌握第一手资料,并上升到理论高度进行研究。  相似文献   

Models and Paradigms in Kuhn and Halloun     

Paul Joseph Wendel 《Science & Education》2008,17(1):131-141

In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.  相似文献   

Early Mathematical Growth: How to Support Young Children’s Mathematical Development     

Filiz Varol  Dale C. Farran 《Early Childhood Education Journal》2006,33(6):381-387

The purpose of this critical analysis was to investigate the young children’s sense of numerical magnitudes and the important attributes of classrooms where children in kindergarten and first grade are exposed to mathematics. This study aimed to offer guidelines that will assist teachers as they teach mathematics to children between the ages of five and seven.  相似文献   

"发散"与"收敛"在数学解题中的应用     

何丁娅 《铜仁学院学报》2004,6(Z1):66-67

"发散-收敛"思维模式在数学解题中应用很多.它的实质是由于多个条件交叉,造成解题困难;将条件分开考虑解决较易,再在分别求解的基础上进行综合,找到问题的解答.  相似文献   

数学理解及理解障碍的探究   总被引：2，自引：0，他引：2  

王爱珍 《广东教育学院学报》2004,24(2):27-30

理解在数学学习中占有重要的地位，因此数学理解障碍是数学学习障碍中的一种重要障碍．如果不注重学生是否具有理解的意向，不了解学生的认知水平，就不能帮助学生克服障碍．在教学上，可以通过创设恰当、有趣的教学情境、帮助学生生成正确的数学表象、注重数学交流等途径来排除理解障碍．  相似文献