浅议贫困大学生价值观建构

贫困大学生是高校中的一个特殊群体,对这部分大学生的教育和培养已经成为高校思想政治工作的重要部分.价值现在很大程度上决定着个体的成就,因此对贫困大学生价值观的研究具有十分重要的意义.本文对贫困大学生价值观建构的内容、方法和途径等方面做了相应的论述.     

江西籍数学家与浙江数学

有六位江西籍数学家是浙江籍数学家的得意门生,他们受到了浙江籍数学家的教育培养,成为了数学家和数学教育家。他们学成以后,都在浙江工作过,为浙江的数学研究和数学教育作出了贡献。     

Values of open admissions students,police students,and their teachers

This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success.     

Values of Estonian students, teachers and parents

R. Inglehart （1990, 2005） considers values to be one＇s reactions to changes in the environment. According to his approach values develop in the socialisation process. Values can be divided into traditional, modernist and postmodernist. According to Rokeach （1973）, values are an element of culture, an image of the desirable that might not be directly expressed in human behaviour. Kalmus and Vihalemm （2004） found, based on Rokeach＇s and Schwartz＇s （1992） questionnaires, that Estonians consider most important values to be health, strong family ties, peace in the world, clean environment, happiness and state security. Also, the results of the study “infants＇ and toddlers＇ intelligence and the impact of the growth environment” financed by Estonian Science Foundation, allow to conclude that parents consider most important that children are healthy, happy and smart （Veisson, 2001）. In the framework of the state financed project of Tallinn University “school as developmental environment and students＇ coping” （2003-2007） questionnaires were administered to 3838 students, 2048 parents, 620 teachers and 120 school directors. According to the mean value a hierarchy of 14 values was formed. It appeared that students and parents think that the most important is academic success, whereas teachers place academic success on the 3rd-4th place and school directors even on the 8th place. Teachers and school directors consider the most important is their school students＇ security and the second is honesty. Also students and parents think that honesty is the 3rd most important value at school. Students consider politeness and parents discipline worth giving the second place among school values. Students＇ health is relatively highly valued by teachers and school directors （in case of both groups the 3rd place）. Unfortunately, children themselves and their parents think that in their school health is not very highly valued （10th place）. Joy of school came on the last place in the values hierarchy.     

Investigating pupils' images of mathematicians

This paper describes a research project that had two goals: (1) to design and develop a tool with which to investigate pupils' images of mathematicians; and (2) to use the device to compare those images held by lower secondary pupils (ages 12–13) in five countries. We report that with small cultural differences certain stereotypical images of mathematicians are common to pupils in all of these countries and these images indicate that for pupils of this age mathematicians and the work that they do are, for all practical purposes, invisible. This revised version was published online in July 2006 with corrections to the Cover Date.     

Investigating errors of beginning mathematicians

Diagnostic interviews were conducted with children in their third year at a Melbourne primary school to determine why they had made errors on sixteen arithmetical tasks. The Newman method of analyzing errors was modified in order that the children's errors could be sensibly classified in terms of the sequence of steps they used when attempting to solve the problems. The diagnostic interviews clearly showed where children were making their errors, and this enabled their teacher to devise more appropriate teaching procedures.     

Perceived social norms of health behaviours and college engagement in British students

The social norms approach is an increasingly widely used strategy of behaviour and attitude change that is based on challenging misperceptions individuals hold about their peers. Research to date has been carried out predominately in the US college system, with a focus on substance use behaviours. The aim of the current study was to explore peer perceptions of both substance use and other behaviours in a British student sample, as the first step in determining whether the social norms approach may be applicable within Europe. Students at eight further education colleges in the UK were surveyed on their personal and perceived peer health and college engagement behaviours and attitudes by means of a printed and online survey. Respondents reported a perceived norm of frequency of substance use that was higher than the reported norm. Results relating to the injunctive norms of substance use were mixed but demonstrated that the majority of respondents do not actively approve of tobacco, cannabis or other drug use. Respondents also reported a norm of academic engagement that was more positive than the perceived norm of their peers. The results relating to substance use are consistent with work conducted in the US college system, despite the differences in culture and legislation. In addition, the results indicate that there may be similar misperceptions around other areas of health and college engagement. This suggests that the social norms approach may be a viable method of behaviour change in UK students.     

International students with dependent children: the reproduction of gender norms

Extant research on family migration for education has focused almost exclusively on the education of children. We thus know very little about family migration when it is driven by the educational projects of parents. To begin to redress this gap, this paper explores the experiences of families who have moved to the United Kingdom primarily to enable the mother or father to pursue a degree. It argues that, in common with what we know of UK student-parents, both choices about and experiences of higher education are strongly differentiated by gender.     

Discipline social identification,study norms and learning approach in university students

Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this analysis in a university context by recognising that learners are not isolated individuals, but share important social identifications with others. Using online surveys at an Australian university, we examine the effects of discipline social identification and educational norms on the adoption of learning approaches. Students from a range of academic disciplines indicated their social identification with their discipline, their perceptions of peer norms within their discipline of study, and what their own learning approaches were. Results demonstrate a significant role of discipline-related social identification in predicting learning approaches, even after controlling for personal factors and quality of teaching. Moreover, perceived norms moderated this effect. Students’ approaches to learning are affected not simply by their salient self-concepts, but by their salient discipline-related self-concepts and the norms embodied in the learning environment.     

Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving

This article is situated in the research domain that investigates what mathematical knowledge is useful for, and usable in, mathematics teaching. Specifically, the article contributes to the issue of understanding and describing what knowledge about proof is likely to be important for teachers to have as they engage students in the activity of proving. We explain that existing research informs the knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this knowledge should be complemented by what we call knowledge of situations for proving. This form of knowledge is essential as teachers mobilize proving opportunities for their students in mathematics classrooms. We identify two sub-components of the knowledge of situations for proving: knowledge of different kinds of proving tasks and knowledge of the relationship between proving tasks and proving activity. In order to promote understanding of the former type of knowledge, we develop and illustrate a classification of proving tasks based on two mathematical criteria: (1) the number of cases involved in a task (a single case, multiple but finitely many cases, or infinitely many cases), and (2) the purpose of the task (to verify or to refute statements). In order to promote understanding of the latter type of knowledge, we develop a framework for the relationship between different proving tasks and anticipated proving activity when these tasks are implemented in classrooms, and we exemplify the components of the framework using data from third grade. We also discuss possible directions for future research into teachers’ knowledge about proof.

Insider accounts of dyslexia from research mathematicians

Educational Studies in Mathematics - Within educational research, dyslexia and other disabilities are typically conceptualized as deficits. The theory of neurodiversity encourages researchers to...     

对当代女大学生恋爱价值的思考

改革开放二十年来人的价值观发生了很大的变化 ,尤其是人们在婚恋观上的变化成为焦点、热点 ,而女大学生的恋爱更引人关注。大连作为改革开放以来发展最快的海滨城市 ,集结了多所理工科和人文学科的大学 ,我们对其中几所大学的女大学生的恋爱动机、择偶态度、恋爱与学业的关系、恋人间的性行为等进行了问卷调查、个案访谈和专家评说 ,旨在取得真实的女大学生恋爱价值报告 ,有针对性地给予正确导引 ,并给予哲学思考     

试论文化多元化背景下大学生的价值观教育

社会转型时期带来的文化多元化趋势,既给高校价值观教育带来了新的机遇和任务,也对大学生的思想、信念、心态等形成了前所未有的冲击。面对多元文化的挑战,只有积极倡导和建设社会主义核心价值体系,强化文化认同,弘扬和培育中华民族精神,提高文艺作品质量,发挥媒体的示范作用,才能使大学生在多元文化的挤压和冲击下树立正确的价值观。     

Why and how mathematicians read proofs: an exploratory study

In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well as data from a separate study (Weber, Journal for Research in Mathematics Education 39:431–459, 2008) and the philosophical literature on mathematical proof, we identify three general strategies that mathematicians employ when reading proofs: appealing to the authority of other mathematicians who read the proof, line-by-line reading, and modular reading. We argue that non-deductive reasoning plays an important role in each of these three strategies.     

Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population

Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases demonstrates that the issue of whether to compare an individual to the general population or to a smaller referent population has not been adequately clarified. Furthermore, few empirical studies have examined the impact of choosing different referent groups on the likelihood that one will be diagnosed with LD. Therefore, this correlational study described the levels of agreement between three diagnostic models of LD, using both age- and grade-based norms to represent two referent groups for each of the three models. The sample included 155 postsecondary students referred for testing due to academic difficulties. The findings indicated that in two of the three models tested, comparing individuals to their grade-matched peers (i.e., using grade-based norms) resulted in more LD diagnoses than comparing individuals to their age-matched peers (i.e., age-based norms).     

Parents as moderators of the impact of school norms and peer influences on aggression in middle school students

This study examined parenting variables as protective factors to reduce the influence of school and peer risk factors on adolescents' aggression. Five waves of data spanning 3?years were collected from 5,581 students at 37 schools who began the 6th grade in 2001 or 2002. Class-level and perceived school norms supporting aggression, delinquent peer associations, parental support for fighting and support for nonviolence, and parental involvement were each associated with physical aggression across all waves. Each parenting variable moderated 1 or more risk factors, with the magnitude of many effects varying by gender and decreasing over time. Implications for the role parents may play in reducing the impact of school and peer risk factors for aggression are discussed.     

Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers

We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses they teach can serve teachers in their work with school students, and on the changes they would implement if their courses were designed specifically for prospective teachers. We constructed profiles of the four mathematicians based on their responses to a clinical interview. We employed the construct of mathematics teacher-educators’ triad in the reflective analysis of our findings and extended the construct based on the results of this study. In conclusion, we commented on potential ways to draw stronger connections between university mathematics and the mathematics taught in schools.