有效学习理念下初中数学教学的思考与实践

数学是一门在应试教育中非常重要的科目。受新课标改革影响,初中生学习数学的综合能力已成为初中数学教育的重中之重,其不仅要求初中生要在数学科目上取得不错的成绩,还要求学生具备将数学知识融入生活中的能力。因此,本文对“在有效学习理念下的初中数学教学”进行了思考与实践。     

个体CPFS结构与阅读自我监控对数学阅读的影响

数学阅读是数学学习的一项重要技能,探讨影响数学阅读的因素对指导数学阅读教学具有重要作用.研究结果表明:个体的CPFS结构和阅读自我监控能力与数学阅读成绩之间有密切联系;数学阅读成绩高分组与低分组的被试,在CPFS结构和阅读自我监控能力方面都存在显著性差异;个体CPFS结构和数学阅读自我监控能力对数学阅读成绩有显著影响,其中,个体CPFS结构对数学阅读成绩的影响更大;个体CPFS结构与阅读自我监控能力在数学阅读中有独立的作用,二者没有显著性相关,但可以相互补偿.     

How schools and students respond to school improvement programs: The case of Brazil's PDE

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.     

Recently Published Dissertations

The Institutional Research Officer and Vice President of Student Services from North Arkansas College, and the Mathematics Facilitator at the local educational cooperative have initiated a tracking study to determine (1) if area students who take college preparatory math courses in high school place into, and succeed in, subsequent college-level math courses at North Arkansas College and (2) if area students who come to college for a degree have taken sufficient college preparatory coursework in high school. The study disclosed that (1) students who take a high school course more rigorous than Algebra 2 place into, and succeed in, College Algebra at a high rate, and (2) most students have not taken sufficient college preparatory coursework in math. The second, and more important part of the project, has been to bring college and high school personnel together to work on solutions.     

Where Money Mattered: Organizational and Economic Consequences of State Public School Expenditures in the United States: 1880-1940

This study uses historical state-level schooling data, a direct measure of manufacturing productivity, and quantitative methods to examine the relationship between changes in the rate and distribution of public school expenditures, the organization of public schooling, and economic growth at state-level in the United States from 1880 to 1940. The determinants of public school expenditures at the state-level are examined and interstate differences in the growth and distribution of public school funds are detailed. The paper then explores if state differences in the growth of per student expenditures on teachers salaries and school infrastructure were related to later changes in manufacturing productivity. Significant and substantial effects for per student spending on school infrastructure are found.     

What drives US competitiveness in mathematics and science?

The Trends in International Mathematics and Science Study (TIMSS) shows that US school students have a lower level of achievement than students from many East Asian countries. Therefore, media, researchers and policy‐makers in the United States have often argued that US competitiveness in mathematics and science will decline. This paper aims at verifying this conclusion by analysing data on medallists at the International Olympiads for high school students. The analysis suggests that US competitiveness may not be endangered.     

多媒体与高中数学教学的整合研究

多媒体可以有效提升高中数学教学趣味性,激发学生的学习兴趣,促使学生主动学习,还能够丰富和完善高中数学教学内容,提高数学教学有效性。数学教师要充分挖解多媒体技术的优势,使其更好地为高中数学教学服务。文章以多媒体与高中数学教学整合的优势为切入点分析多媒体与高中数学教学整合的途径。     

基于元认知视角下初中数学前概念的教学策略

初中是提高学生综合能力的关键阶段,能为未来的学习与成长奠定良好的基础。数学学科更是帮助学生建立、提高思维能力的重要学习科目。对于许多初中学生来说,他们虽然已经具备了一定的数学知识基础,但是在思维逻辑能力上仍处于初步培养的阶段。基于此,本文从培养学生元认知能力的角度出发,针对初中数学前概念的学习进行教学策略研究,以求在达到教学目的的同时对学生元认知能力进行培养。     

One and One is Sometimes Three in Small Group Mathematics Learning

In recent years, Mathematics teaching has been confronted by demands for higher standards and better pupil achievement in several parts of the world. Researchers have suggested the shift from teacher‐centred instruction towards more active participatory learning methods as one way to improve the quality of the teaching and learning process. The tension between whole‐class teaching versus small group learning in Mathematics has been particularly apparent in many education systems. This article analyses the development of Mathematics teaching by asking whether small group learning is an effective arrangement in teaching school Mathematics. We conclude that although there is no unanimity about the affects of small group learning on student achievement in school Mathematics, it seems that it produces at least equal academic outcomes among all students compared to more traditional methods of instruction. Working in pairs is a particularly effective form of learning Mathematics and that small groups are beneficial for developing mathematical problem‐solving skills. We also conclude that the present educational policies and increased quality assurance structures in many countries conflict, or are not consistent with scientific‐professional thinking and research on the teaching of Mathematics.     

Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education

International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining...     

基于核心素养的高中数学习题教学策略探研

数学是一门逻辑性比较强的学科,学生在学习时经常会遇到这样或者那样的问题,感到力不从心。开展习题教学有利于培养学生的思维能力、合作能力等,高中数学教师应在教学中将核心素养与教学融合,高效开展数学教学。文章就当前高中数学习题教学存在的问题、利用数学习题教学培养学生核心素养的意义与策略进行重点研究。     

中学数学证明的教育价值——数学教育热点问题系列访谈之四

几何证明在本质上是一种方法论,学生学习欧氏几何、经过这种论证方法的训练是很有益处的。数学教学必须尊重学生身心发展的规律,有关逻辑推理的数学教学不能出现得太早。小学阶段主要是认同;初中阶段可以逐渐建立概念以及在此基础上的逻辑推理,但必须有物理背景;到了高中,才可以逐步渗透形式化的概念以及在此基础上的逻辑推理。过分强调演绎逻辑的数学教学,是不利于创新人才培养的。归纳推理有利于发现新的命题,是培养创新型人才所必需的。     

浅析生活化教学在小学数学教学中的应用

数学本就是一门与生活息息相关的学科,在生活中处处都可以见到数学知识。数学教师可以利用这一特点,在教学中应用生活化教学,让学生们更好地理解和掌握数学知识,促进数学教学效率的提升。尤其是在小学数学教学阶段,小学数学教师如果可以有效利用生活化教学进行教学,不仅可以帮助学生们更好地理解数学知识,还可以激发学生们的学习兴趣,为小学生今后高效学习数学奠定坚实的基础。     

对高师数学专业学生数学成绩的调查及思考

由于扩大招生，高师院校数学专业新生的综合素质有所下降．入校后学生的数学成绩迅速分化．且专业成绩与高考成绩关联度不大。应该完善高考选拔制度，高师数学专业应实施分层次教学．为社会培养不同规格的人才。     

三论中小学"数学情境与提出问题"的数学学习

中小学“情境-问题”数学学习是指中小学生在教师的引导下，从熟悉的或感兴趣的数学情境出发，通过积极思考、主动探究、提出问题、分析问题和解决问题，从而获取数学知识、思想方法和技能技巧并应用数学知识的过程。中小学“数学情境与提出问题”的数学学习活动，既重视学生数学问题意识的培养，又重视学生数学应用能力的培养；既关注数学知识的发现过程，又关注数学问题的解决过程；既强调学习内容的开放性，又强调学习过程的探究性。     

The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving

In this paper we investigate whether computer programming has an impact on high school student’s reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the control group according to their educational orientation. The research findings indicate that there is a significant difference in the reasoning skills of students that participated in the “programming course” compared to students that did not. Moreover, the self-efficacy indicator of students that participated in the experimental group showed a significant difference from students in the control group. The results however, failed to support the hypothesis that computer programming significantly enhances student’s problem solving skills.     

An interdisciplinary collaboration between computer engineering and mathematics/bilingual education to develop a curriculum for underrepresented middle school students

There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to address this need. We describe our work through the Advancing Out-of-School Learning in Mathematics and Engineering project by illustrating how an integrated curriculum that is based on mathematics with applications in image and video processing can be designed and how it can be implemented with middle school students from underrepresented groups.     

A Multidimensional Scaling Analysis of Students’ Attitudes about Science Careers

To encourage students to seek careers in Science, Technology, Engineering and Mathematics (STEM) fields, it is important to gauge students’ implicit and explicit attitudes towards scientific professions. We asked high school and college students to rate the similarity of pairs of occupations, and then used multidimensional scaling (MDS) to create a spatial representation of occupational similarity. Other students confirmed the emergent MDS map by rating each of the occupations along several dimensions. We found that participants across age and sex considered scientific professions to be less creative and less people‐oriented than other popular career choices. We conclude that students may be led away from STEM careers by common misperceptions that science is a difficult, uncreative, and socially isolating pursuit.     

Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective

Student hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investigated N = 397 high school students in 20 classrooms during a videotaped lesson in each subject. Multilevel regression analysis suggests that student motivation accounts for significant variance in hand-raising. The results show subject-specific differences: Student self-concept predicts hand-raising in Mathematics, while students' situational interest predicts their hand-raising in Language Arts. Students’ externally regulated motivation is predictive across both subjects. In Study 2, N = 14 high school students were interviewed about their hand-raising behavior. The results validate and extend the findings from Study 1. Finally, this research emphasizes the importance of fostering student hand-raising and discusses the implications for future research.     

Editor's Introduction

In 1993, the Campaign for Fiscal Equity (CFE) challenged New York State's school financing system on the grounds that it failed to provide students sufficient opportunity for a sound basic education in New York City. CFE prevailed in 2003, after the case went before the New York Court of Appeals, and the state's funding system was determined to be unconstitutional and ordered to be altered to ensure "adequate" funding. The final decision decreed that before any remediation take place, an objective study be conducted to determine how much it would cost to provide an "adequate" education for all public school students in the state, on which this article is based. Although a professional judgment approach forms the centerpiece of the work, components of the analysis draw on other methodological tools (i.e., public engagement, expert panels, and successful schools) to further support the results. We find that for a majority of districts significantly higher levels of spending are required if the state wishes to provide a sound basic education to all public school students. Furthermore, the results show a clear negative relationship between the district-level shortfall in spending and educational outcomes across virtually all student subpopulations.