共查询到20条相似文献，搜索用时 0 毫秒
2.
Linda A. Bolte 《Journal of Mathematics Teacher Education》1999,2(2):167-186
The construction of concept maps and the writing of interpretive essays in mathematics courses for preservice and continuing teachers provide students with rich learning experiences and yield substantial insights into the degree of connectedness of their knowledge with respect to a given topic. With this dual approach students are given the opportunity to express their knowledge in different ways, which allows for individual differences in learning styles and verifies the relationships illustrated. As students actively participate in the task of developing connections between related concepts, reflect on their thinking, and become engaged in mathematical discourse, students are provided with an opportunity to mature mathematically and to experience an alternative approach to instruction and assessment. This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
《PRIMUS》2012,22(2):129-140
ABSTRACT Often applications presented in elementary calculus are extremely simplified situations arising in engineering or the physical sciences. Such ‘real world’ problems do not always appeal to a broad audience, and because of their simplification, can be unconvincing or inaccurate. We outline a pair of projects inspired by techniques used by archaeologists in the analysis of pottery. These problems don't require oversimplification and appeal to students who are not necessarily interested in the ‘standard’ applications of calculus. 相似文献
4.
《PRIMUS》2012,22(4):335-347
ABSTRACT Mathematicians writing for mathematicians value brevity and conciseness. On the other hand, when mathematicians write for an audience of students, our concerns need to be different. This is the context within which we explore the following questions: How do mathematics and mathematics education majors perceive audience in mathematical writing? How well does a typical mathematics text for non-majors accommodate the needs of its readers? The class revised a standard book which is written for people who are not science or math majors. The changes that the students made were analyzed by both a mathematician and the director of writing programs (who is not mathematical). The comparison of the remarks of the reviewers and the rewrite by the students show that mathematics faculty need to recognize that the discourse of the specialty, though it needs to be learned by the aspiring student, must give way to a different style more suited to the needs of the student as a student. 相似文献
5.
方言写作是一种无法摆脱且备受青睐的写作。但其创作实践与理论研究中却存在着极不平衡的现象,因此它也是一种呼唤理论引导和规范的写作。当前方言写作亟需处理好方言写作与普遍话的关系,与作品叙述语调的关系,与语言的粗鄙化关系等三个问题。 相似文献
6.
7.
本文分析了在合理应用信息技术的前提下,初中数学教师将数学史融入教学中的方式方法,希望可为广大初中数学教育工作者提供有效参考. 相似文献
8.
《PRIMUS》2012,22(2):139-148
Abstract A professor and student have a conversation about using blogs as part of a mathematics class. The goals of using a blog include giving students a motivation to read ahead in their textbooks, providing another means of communication between students and the professor, and creating a space for students to write about mathematics. The article also poses behind-the-scenes technical questions to be considered in selecting and implementing blogging software. 相似文献
9.
AbstractThe two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom. 相似文献
10.
金卫雄 《连云港师范高等专科学校学报》2001,(4):60-62
学习数学的目的是应用,但是学校数学与现实数学之间存在很大差距,要让学生将数学应用于现实却非常之难。本文就数学应用题,到底难在何处？本文从其源头处作一番审视。 相似文献
11.
This study examined factors that influence K–5 teachers’ technology integration efforts during a semester-long Collaborative Apprenticeship. Results suggest that shared planning time, shared curriculum, connection to an individual, expertise, physical proximity, and comfort level influenced interactions across the community of practice. Posing and responding to task-based questions, giving and seeking advice, and sharing ideas composed more than 70% of interactions between teachers. However, the nature of interactions changed as teachers assumed increased responsibility for designing technology-enhanced lessons. Teacher-leaders initially modeled exemplar applications of technology-enhanced lessons and gave advice on their classroom use. Subsequently, the community of teachers brainstormed ideas collaboratively as teacher-leaders supported peers to develop original lessons independently. Implications for collaborative apprenticeships and learning in professional environments are provided. 相似文献
12.
各种英语考试里,大量的作文运用相似的词汇、句子,采用相同的篇章结构,表现同样的主题,透露相似的情感基调,出现明显的＂模板＂痕迹。本文通过对模板的普遍化现象的利弊分析并辨本溯源,探讨摈除模板弊端的对策。 相似文献
13.
White Water Writers is an intervention that offers school pupils the opportunity to collaboratively write a novel in a week. The current study uses thematic analysis to interpret the voices of young people with special educational needs and/or disabilities through the characters and relationships created in this fictional writing. The main themes derived from the data were: heroism and villainy, associated with characteristics such as responsibility and control; fictional powers, linking to personal agency; social relations, including positive relationships with peers and authority figures; and anthropomorphism, for exploring new emotions and interactions between humans and animals. This suggests that creative writing may be a useful lens through which to explore young people's views of their lived experiences. 相似文献
14.
John Roberts 《Education 3-13》2013,41(2):205-216
This study, based in a small rural school, explores the opportunities provided by collaborative learning with a mixed aged class of 7–11 year olds (Year 3–Year 6). This paper specifically focuses on those children aged 7–8 years (Year 3) and how they worked on improving the quality of their writing through optional and directed collaborative group work. Data were collected predominantly through a series of observations and interviews. The findings suggest that optional collaboration does not always lead to shared ideas or improvements in the quality of writing. However, directed collaboration and structured conferencing can enable powerful learning to take place within a group context. The study concludes that with skilled adult support children are not only ‘learners’ but can also become ‘peer teachers’ within a supportive context. 相似文献
15.
ZHANG Chun-li 《课程.教材.教法》2008,28(10):38-42
发展性评价体系中一个重要的工作就是开发多样化的评价工具和方法。在课题研究中我们重点开展了如下七个方面的评价工具的开发与实践:日常观察,等级和分项测试,成长记录袋,表现性任务,通过浓缩孩子成长特点的评价,二次评价,通过家长、学校合作,取得了较好的效果。 相似文献
16.
Isobel Rainey 《Educational Action Research》2013,21(1):65-91
In the late 1980s and early 1990s, the field of Teaching English to Speakers of Other Languages (TESOL) experienced an energetic and enthusiastic campaign in favour of the practice of action research among teachers in the profession. Although there are now some positive signs that action research is practised by teachers working in English as a Foreign Language (EFL) contexts, it is, as yet, not so clear that such practice is widespread. Yet, few educators deny the importance of action research for ‘bridging the gap’ between theory and practice, or the need for that gap to be bridged in all spheres of the profession. This article reports the result of a small-scale international survey into the knowledge, practices and opinions of EFL classroom teachers with respect to action research, and discusses reasons for and possible solutions to some of the difficulties and limitations of action research at this level 相似文献
17.
18.
陆昆山 《淮南职业技术学院学报》2003,3(2):83-85
现代教育技术,不仅仅在于教学的手段的现代化,更重要的是培养学生内在素质。教师一味地用制作数学课件来体现现代教育的前卫性,这是很片面的。而运用信息技术作为教学的手段,来培养学生获取、分析、处理、传递和运用信息的能力和培养学生的创新精神与实践能力,并把信息技术融入到解决实际问题的实践中去,是现代教育的真正目的。 相似文献
19.
《College Teaching》2013,61(2):50-54
Abstract Inviting students to take an active role in planning writing assignments and developing grading criteria opens the lines of communication between instructors and students, leading to a nurturing collaborative learning environment. This article explores the stages of the writing assignment and offers suggestions for making each step purposeful and successful. Student feedback allows instructors to improve the course and instructor guidance allows students to improve their coursework. Although it does take time and effort, a collaborative atmosphere provides support to both groups so that common goals can be met. 相似文献
20.
姚娜英 《宁波教育学院学报》2011,13(6):115-116,119
小学中高段阅读教学中的练笔内容精短,形式多样,是提高小学生作文能力的有效途径。在阅读教学随文练笔时,教师应当关注文本特点,潜心挖掘训练点;关注学生水平,精心设计训练形式。只有这样,才能不断提高随文练笔的有效性。 相似文献