ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15674.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15675.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

A three‐phase Collaborative Science Education Research Project (CSERP) has been established between the AIMS Education Foundation and The National Center for Science Teaching and Learning. The goal of Phase I is to identify student outcomes as perceived by classroom teachers to be related to participation in a hands‐on, integrated mathematics science program called AIMS, Activities Integrating Math and Science. The raw data were then summarized and interpreted by the principal investigators. Data collection procedures involved seven Research Team Leaders; 45 teacher‐researchers; and 2,025 students in Grades 4, 5, and 6 located in six states. The teacher‐researchers identified 423 cognitive, 234 affective, and 188 social outcomes that were coded and classified by the principal investigators. An unanticipated teacher outcome also emerged. Teacher involvement in the research project greatly contributed to their own sense of professionalism. These outcomes will be used to develop, pilot (Phase II), and field test (Phase III) prototypic assessment items in the subsequent phases of th

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15676.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

To many–perhaps most–mathematicians, the idea of proof is the very essence of mathematics. In fact, discovering and proving theorems is as good a description as any of what mathematicians do. It is therefore not surprising that efforts to reform mathematics education, such as the “new math,” heavily emphasized a more “rigorous” treatment of the subject, especially when these efforts were strongly influenced by professional mathematicians. It is equally unsurprising that such efforts, for the most part, were total failures. The fact is, the world of mathematics as viewed by the professional mathematician is a far different world than that seen by the neophyte. Yet the idea of proof is, perhaps, the quintessential theme of mathematics. The question is, how does the teacher bridge the gap between the professional mathematician and, if you will, “finished” mathematics, and the learner who sees, at best, a small part of it? What follows provides partial answers to this question. It contains, among other things, some suggestions about basic rules of inference (which, surprisingly, are often ignored, even in “rigorous” mathematics texts), and a few elementary examples of simple proof

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15677.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The main purpose of this study was to investigate the relationships between students' approaches to studying, prior knowledge, logical thinking ability, and gender and their performance in a nonmajors' college freshman chemistry course. Subjects for this study were 220 students (128 females and 92 males) enrolled in the second semester of a freshman chemistry course for nonmajors at a private university in New York State. Instruments used in this study included seven subscales of the Approaches to Studying Inventory and the Test of Logical Thinking (TOLT). The students' grades on an hour‐long exam early in the semester were used as measures of the students' prior knowledge, while the semester cumulative final examination scores were used as measures of achievement in chemistry. Students in this study had slightly higher scores on reproducing orientation than on meaning orientation, a pattern that confirms Entwistle and Ramsden's (1983) findings with a similar group of nonmajors. The results of a stepwise multiple regression showed that prior knowledge, TOLT scores, and meaning orientation accounted for 32% of the variance on the final examination score

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15678.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15679.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This study looked at elementary (K‐6) cooperating teachers' self‐reported familiarity with, availability of, and use of 11 common manipulative devices and their perceptions about factors to consider when using manipulative materials to teach mathematics. The study found limited use of manipulatives by this select group of teachers and a pattern of diminishing use through the gra

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15680.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This project was designed to develop and test an audiotaped program for the reduction of math anxiety. A tape was developed that uses systematic desensitization as a treatment technique. The taped program contains muscle relaxation exercises and a hierarchy of math‐related activities to be visualized while in the relaxed state. Three hundred thirty‐six ninth and tenth grade college‐bound math students were given two instruments to measure their level of math anxiety as a pretest. Fifty‐three measured high and were invited to participate in the treatment; they were given the same instruments as a posttest. Of the twenty who responded, ten completed the treatment and ten did not participate. Those who participated had significant reductions in math anxiety levels. Those who were not treated had math anxiety levels which remained virtually un

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15681.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15682.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This study focused on 5th‐grade teachers' and students' beliefs about mathematical problem solving; attributions for the causes of performance in problem solving; and beliefs about the teaching and learning of problem solving in mathematics. Ten 5th‐grade teachers from four different schools in a large rural school district volunteered to participate in the study. Each teacher identified two students from her classroom to participate in the study, one student perceived by the teacher as successful and one perceived as unsuccessful in mathematical problem solving. Parallel interviews with teacher and students were conducted. During the interviews, a set of nine word problems was presented, and teachers predicted the likelihood that the participating students would get correct answers on each of the problems. Students were asked to solve each of the problems orally. Verbatim transcripts of the interviews were analyzed and a correlation of teachers' predictions of students' performance and the students' actual performance was considered.Four general conclusions resulted from the research. First, 5th‐grade teachers believe that problem solving in mathematics in primarily an application of computational skills. Students' beliefs about mathematical problem solving are, for the most part, consistent with the beliefs held by the teachers. Second, 5th‐grade teachers in the study basically attributed success and failure in problem solving to differences in students' ability, while students attributed success and failure to a combination of ability and effort. Third, the activities in problem solving in the 5th‐grade classrooms, if anything, enhance computational ability. The teachers' focus was primarily on right answers, and the use of calculators for problem solving was strongly discouraged. Finally, teachers tend to overestimate the students' ability to do problems involving computation and underestimate students' ability to do reasoning

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb15683.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY