Cognitive Strategy Instruction for Mathematical Word Problem-solving of Students with Mathematics Disabilities in China

This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving.     

启发式教学在数学分析教学中的应用分析

启发式教学是教学中的一个重要原则。本文给出了将启发式教学贯穿于数学分析课程教学中的具体内容及分析,展示了启发式教学的核心意义：以培养学生的自学精神和良好的数学思维能力。     

数学课堂教学生态化下的审美教育

数学课堂教学生态化是以课堂为落脚点,用生态的理念,力求营造一种和谐的、动态的、充满生命力、可持续性教授知识、学习知识和交流知识的数学课堂教学生态环境。而数学审美教育在促进数学课堂教学生态中有着积极的作用。     

计算机辅助数学教学的若干问题

计算机辅助数学教学存在的主要问题有:夸大CAI作用,忽视传统教学;评优课、公开课现形,随堂课销声匿迹;认为搞好计算机辅助数学教学必须"精通"计算机;追求软件的"外在美",忽视软件的"内在美";流于形式,用计算机代替板书;交互性差,没有突出学生的主体地位;重视课内,忽视课外;只注重计算机操作,忽视师生情感交流;重视演示现象、说明问题、传授知识,忽视揭示过程、培养抽象思维能力.     

Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement

Research Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students’ entering skills and classroom time spent on basic math, higher-order math and fine-motor instruction. For American children, the effect of basic math and higher-order math instruction on student achievement depended on entering skills; however, fine motor instruction had negative average effects on student achievement and did not depend on students’ entering skills. Instruction time was not a significant predictor of achievement for Chinese students. Practice or Policy: Though fine motor skills have a robust correlation with mathematics achievement, a causal link has not been established. Our study indicates that time spent in fine motor instruction does not advance mathematics achievement in kindergarten and in fact may weaken mathematics achievement, given the limited time in the instructional day. American teachers in our sample who spent more time in fine-motor instruction tended to spend less time on basic math and higher-order mathematics instruction. Educators should weigh instructional trade-offs carefully and work to tailor instruction to students’ skill levels.     

关于数学建构性教学的认识和思考

数学教学应是建构地学与教的统一，建构观下的数学知识应包含数学经验知识和建构策略知识，相关地，数学学习和教学应有两种不同的类型，“建构主义”应成为指导数学教学的行动纲领，建构主义不排斥其它学习理论，建构性教学并非数学建模数学。     

浅谈情感教育在数学教学中的渗透

随着教学改革的不断深入，培养学生数学学习情感已成为数学教学活动的一项重要内容。在数学教学中渗透情感教育，对学生的数学学习有极大的促进作用。     

Self‐Regulation and Mathematics Instruction

Abstract The purpose of this article is to provide an overview of research‐based interventions that incorporate self‐regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self‐regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self‐regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self‐regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self‐regulation instruction in the classroom are presented.     

信息技术与数学教学整合现状的调查研究

信息技术与数学教学整合是现代数学教育的要求,随着多媒体和网络的迅猛发展,信息技术对数学教育的价值、目标、内容与教学方式等产生了直接的影响,信息技术与数学教学整合成为一种需要和必然.基于上述发展趋势,以问卷调查和文献研究为基础得出结论,对制订信息技术与数学教学整合原则和标准提供有力的帮助.     

数学认知能力与语言认知能力的分离现象

在数学学习过程中,数学语言逐步从文字语言中分离出来,相应的数学认知能力和语言认知能力也具有类似的分离趋势.虽然目前的研究还没有涉及到更抽象的数学领域,如基础数学领域,但还是可以得到一个合理的结论:随着所学数学语言的进一步抽象,数学认知能力的发展将更加依赖数学表征能力的发展,而语言认知能力在数学认知能力发展中的作用将变得更为有限.因此,对数学认知的研究是非常必要的,在数学教育中,着重发展数学符号表征能力是非常重要的.     

“专家系统”教学的认知教学理论基础及其教学实施

高中信息技术课程标准对《人工智能初步》选修课程中"专家系统"模块的教学要求是:学会使用一个简易的专家系统外壳并能用它开发简单的专家系统。文章在分析了专家系统与其外壳之间关系的基础上,详细论述了"利用外壳开发专家系统"这一教学模式的认知教学理论基础,最后介绍了以认知教学理论为基础的该教学模式的一个具体应用案例。     

工科数学课程与教学改革的探索

本文从当代社会发展现状及工科数学教学所存在的问题出发,提出工科高等数学改革的必要性,在此基础上,进一步从课程内容、课程结构体系、教学方法等方面提出改革的基本思路.     

浅谈“参与”型数学课堂教学

新《普通高中数学课程标准》突出了以学生为本,强调了“改善教与学的方式,使学生主动地学习”。要使学生主动地学习,教师就必须从传统的灌输式数学课堂教学中走出来,充分发挥学生在教学过程中的主体性。构建“参与”型数学课堂,让学生参与数学课堂教学,是一条可以尝试的途径。     

浅谈"参与"型数学课堂教学

新<普通高中数学课程标准>突出了以学生为本,强调了"改善教与学的方式,使学生主动地学习".要使学生主动地学习,教师就必须从传统的灌输式数学课堂教学中走出来,充分发挥学生在教学过程中的主体性.构建"参与"型数学课堂,让学生参与数学课堂教学,是一条可以尝试的途径.     

情感·兴趣与数学课堂教学

对情感、兴趣等非智力因素在数学学习中动力性作用作了一定的阐述和探讨.     

Science and Mathematics Instruction of Beginning Elementary Teachers

Journal of Science Teacher Education -     

知识类型与数学教学设计

不同类型的知识,其掌握、保持、迁移等都可能有不同的规律,因此,课堂教学也应有不同的模式.在数学课堂教学过程中,如何根据不同数学知识类型的特点,设计合理的教学方式,实现预期的教学目标,使学生达到最佳的学习效果,这是数学教学设计所要解决的问题.知识的二维分类模式对于数学教学具有重要的启示和指导作用,能够较好地解决这个问题,据此可以有效地克服数学教学的盲目性和随意性,增强数学教学的科学性.     

浅议数学教学中的德育渗透

在各学科教学中渗透德育是学校德育实施的重要途径。对于数学教师来说,只有充分认识德育在数学教学中的地位和作用,不断提高开展德育的自觉性,探索数学教学中德育渗透的方法,才能更好地提高数学教学质量,培养出既有较高数学能力又有理性精神、科学态度和高尚人格的优秀学生。     

Analysis of Place Value Instruction and Development in Pre-Kindergarten Mathematics

Development of two-digit place value understanding in the elementary grades has been the subject of some study; however, research at the pre-kindergarten (Pre-K) level is limited. This two-part paper begins by providing an overview of two-digit place value instruction in Pre-K and describes the component parts of a research-based math curriculum, MyTeachingPartner Math (MTP Math). Part two presents the results of a video analysis of classroom interactions across four MTP Math place value activities facilitated by two high quality teachers. Particular attention is given to the primary conceptual hurdles faced by students, as well as the scaffolding strategies employed by teachers. Results indicate that students possess a conceptual understanding of the ones place prior to the tens place and initially struggle the concept of unitizing groups of ten. Considerations are discussed for improving the quality of teacher-child interactions in pre-kindergarten that can best support children’s thinking and learning.