Syntactic manipulations and semantic interpretations in algebra: The effect of graphic representation     

Michal Yerushalmy  Rina Gafni 《Learning and Instruction》1992,2(4)

This study examined the effect of graphic representation of algebraic functions on performance of tasks involving expressions' transformations. Twenty eight teachers, who received instruction and practice using multiple representation software, were tested on their ability to debug faulty transformed expressions, either with or without graphic feedback. Two main strategies were used while debugging — Syntactic Manipulation (SYM) and Semantic Interpretation (SEI). It was found that subjects who used the SEI strategy, improved their performance while using graphs, as compared to no use of graphs. Some positive effect of the graphic feedback was also manifested for those using the SYM strategy, who were assisted by the graphs but continued to syntactically manipulate the expressions. All subjects improved their performance after the treatment, as measured by paper-and-pencil traditional tasks.  相似文献   

以科研促进生物工程专业实践教学模式的构建与实践   总被引：1，自引：1，他引：0  

张琇  王薇  任贤  乌日娜  邓洁 《实验技术与管理》2011,28(3)

探讨在生物工程专业实践教学中,将科研项目的研究进展、研究思路以及研究方法与内容分别融入到课堂教学、实验教学、生产实习、毕业论文等教学活动中,构建以科研促进实践教学质量提高的模式.学生不仅了解了当前生物工程的研究热点和发展趋势,也训练了自己的科研思维能力,明显提高了自身的实践动手能力和创新意识.  相似文献   

一种车用智能报警装置的研究   总被引：1，自引：0，他引：1  

覃日娜  周文海 《柳州师专学报》2015,(3):143-145

目前学界对车用儿童滞留智能报警装置的研究大多停留在设计层面上,市场投入利用还不多.通过详细介绍一种车用智能报警装置的研究过程、装置设计原理、技术特点和需攻克的难题等,来促进此类智能报警装置实现产品的市场化,从而防止儿童因车内温度和有害气体的积聚而发生的安全事故.且该装置是一种具有主动实施安全防范措施的电子智能化产品.  相似文献   

Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?     

Durandt  Rina  Blum  Werner  Lindl  Alfred 《Educational Studies in Mathematics》2022,109(2):361-381

Educational Studies in Mathematics - This paper reports on empirical results about the influence of two different teaching designs on the development of tertiary students’ modelling...  相似文献   

A note from the Translator/Reviser     

Kampeas  Rina 《Instructional Science》1999,27(1-2):1-4

Instructional Science -  相似文献   

The significance of mathematical knowledge in teaching elementary methods courses: perspectives of mathematics teacher educators     

Rina Zazkis  Dov Zazkis 《Educational Studies in Mathematics》2011,76(3):247-263

Our study investigates perspectives of mathematics teacher educators related to the usage of their mathematical knowledge in teaching “Methods of Teaching Elementary Mathematics” courses. Five mathematics teacher educators, all with experience in teaching methods courses for prospective elementary school teachers, participated in this study. In a clinical interview setting, the participants described where and how, in their teaching of elementary methods courses, they had an opportunity to use their advanced mathematical knowledge and provided examples of such opportunities or situations. We outline five apparently different viewpoints and then turn to the similar concerns that were expressed by the participants. In conclusion, we connect the individual perspectives by situating them in the context of unifying themes, both theoretical and practical.  相似文献   

Exemplifying definitions: a case of a square   总被引：1，自引：1，他引：0  

Rina Zazkis  Roza Leikin 《Educational Studies in Mathematics》2008,68(2):131-148

In this study we utilize the notion of learner-generated examples, suggesting that examples generated by students mirror their understanding of particular mathematical concepts. In particular, we explore examples generated by a group of prospective secondary school teachers for a definition of a square. Our framework for analysis includes the categories of accessibility and correctness, richness, and generality. Results shed light on participants’ understanding of what a mathematical definition should entail and, moreover, contrast their pedagogical preferences with mathematical considerations.  相似文献   

Turn vs. shape: teachers cope with incompatible perspectives on angle     

Igor’ Kontorovich  Rina Zazkis 《Educational Studies in Mathematics》2016,93(2):223-243

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Preservice education of math teachers using paradoxes     

Nitsa Movshovitz-Hadar  Rina Hadass 《Educational Studies in Mathematics》1990,21(3):265-287

This is a report on a naturalistic study of the role mathematical paradoxes can play in the preservice education of high school mathematics teachers. The study examined the potential of paradoxes as a vehicle for: (a) sharpening student-teachers' mathematical concepts; (b) raising their pedagogical awareness of the constructive role of fallacious reasoning in the development of mathematical knowledge. Course material development and data collection procedures are described. Results obtained in parts of the study through written responses and class-videotapes are analyzed and discussed. The findings indicate that the model of dealing with paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions and constructive learning.This is a second report on this study. The first report (Movshovitz-Hadar, 1988) was a brief one, and focused on the problem, the procedures and findings in a general way. The present report is focused in details on one task. The authors intend to present an across tasks analysis in a third report to be presented at AERA 90.  相似文献   

Constructing and Consolidating of Algebraic Knowledge within Dyadic Processes: A Case Study     

Michal Tabach  Rina Hershkowitz  Baruch Schwarz 《Educational Studies in Mathematics》2006,63(3):235-258

Studies of knowledge constructing often focus on the analysis of a single episode, without considering enough the history of the learners, or the future learners' trajectories with regard to the concepts learned. This paper presents an example of knowledge constructing within the context of peer learning. We show how the design of the task and the tools available to the students afford the constructing of conceptual knowledge (the phenomenon of exponential growth and variation, as it is expressed in its numerical and graphical representations). We trace the constructing of knowledge through a series of dyadic sessions for a few months in a classroom environment. We show that knowledge is constructed cumulatively, each activity allowing for the consolidating of previous constructs. This pattern indicates the nature of the processes involved: knowledge constructing and consolidating are dialectical processes, developing over time, when new constructs stem from old ones already consolidated, which gain consolidation through the new construction, creating a new abstract entity. We also discuss the potential of the tool the students used (a spreadsheet program) to such processes of learning mathematics.  相似文献