排序方式： 共有2条查询结果，搜索用时 0 毫秒
1
1.
Anna Sierpinska Georgeana Bobos Andreea Pruncut 《Educational Studies in Mathematics》2011,78(3):275-305
This paper gives an account of a teaching experiment on absolute value inequalities, whose aim was to identify characteristics
of an approach that would realize the potential of the topic to develop theoretical thinking in students enrolled in prerequisite
mathematics courses at a large, urban North American university. The potential is demonstrated in an epistemological analysis
of the topic. It is also shown that this potential is not realized in the way the topic is presently taught in prerequisite
mathematics courses. Three groups of students enrolled in such courses were each exposed to one of three approaches we conceived
for teaching the topic, labeled the procedural (PA), the theoretical (TA), and the visual (VA) approaches. The design of the
three lectures was constrained by institutional characteristics of college-level courses, and informed by epistemological
and didactical analyses of the topic. It was found that following the VA lecture, which proposed two equally valid mathematical
techniques (graphical and analytic), one of which could be used to test the validity of results obtained by the other, students
were more likely to engage in some aspects of theoretical thinking. They displayed more reflective and systemic thinking than
other groups, and dealt more effectively with the logical intricacies of absolute value inequalities. VA students appeared
to have a synthetic grasp of the inequalities, and a flexibility of thought not displayed by PA and TA students. However,
without sufficient attention to tasks not easily solved by graphical means, VA approach provided students with a way to avoid
the challenges of systemic and analytic thinking, some of which were more apparent in TA students. PA students expectedly
behaved more as procedural knowers, but we saw interesting examples of engagement with theoretical thinking while dealing
with the procedures proposed in the PA lecture. 相似文献
2.
This paper looks at sources of frustration in students of “prerequisite” mathematics courses (PMC), that is, courses required
for admission into undergraduate programs in a large, urban, North American university. The research was based on responses
to a questionnaire addressed to students and interviews with students and instructors. In the design of the questionnaire
and the analysis of responses, an “institutional” theoretical perspective was taken, where frustration was conceived not only
as a psychological process but also as a situation experienced by participants in a concrete educational institution. Several
sources of frustration were identified as important in the group of respondents: the fast pace of the courses, inefficient
learning strategies, the need to change previously acquired ways of thinking, difficult rapport with truth and reasoning in
mathematics, being forced to take PMC, insufficient academic and moral support on the part of teachers, and poor achievement.
These sources of frustration are discussed from the point of view of their impact on the quality of the mathematical knowledge
that students develop in the PMC. Consideration is also given to the possibilities of improving the quality of this knowledge,
given the institutional constraints implicated in the sources of students’ frustration.
相似文献
| Anna SierpinskaEmail: |
1