The influences of conceptions of mathematics and self‐directed learning skills on university students' achievement in mathematics

This study tested the mediating role of self‐directed learning skills (SDL) between students’ conceptions of mathematics and their achievement in mathematics using a structural equation model. Data were collected using the “Conceptions of Mathematics Questionnaire” and the “Self‐Rating Scale of Self‐Directed Learning”, together with students’ achievement in mathematics. A sample of 440 first year university students at King Saud University participated in the study. The findings confirm the moderating role of students’ self‐directed learning skills between their conceptions of mathematics and their achievement in mathematics. Students who have a highly fragmented conception of mathematics tended to have low SDL skills, and in turn low mathematics achievement (partial mediation), whereas students who have a highly cohesive conception of mathematics tended to have high self‐directed learning skills, and in turn high mathematics achievement (full mediation). Mathematics educators should be aware that students’ conceptions of mathematics may be influential, but not sufficient to predict achievement in mathematics. Equipping students with appropriate conceptions of mathematics and self‐directed learning skills is key to enhancing their performance in mathematics.     

浅探大学数学教学改革

大学数学课程是大学基础课的重点学科,对于大学生素质、能力的培养具有重要作用。本文在分析了现阶段大学数学教学的现状的基础上,提出教学改革的策略,探讨了启发式与对比教学法在大学数学教学中的应用。     

Modeling students' interest in mathematics homework

The authors examine the factors influencing mathematics homework interest for Chinese students and compare the findings with a recent study involving U.S. students. The findings from multilevel analyses revealed that some predictors for homework interest functioned similarly (e.g., affective attitude toward homework, learning-oriented reasons, monitoring motivation) across the two cultural samples, while some others did not (e.g., parent education, family homework help, and teacher feedback), suggesting that cultural differences influence students' interest in homework. In addition, this study bridges a gap in previous research on homework, by revealing that mathematics homework interest was positively related to mathematics self-concept. These findings were discussed relating to previous research in the field, and in the context of cultural values and societal influences.     

例说开放型数学习题的编制方法

开放题的教学有利于培养学生的数学意识 ,有利于调动学生的学习主动性和积极性 ,使学生真正处于主体地位 ,进而提高他们的创造能力。但目前 ,初中课本和资料中的例、习题又绝大部分是封闭型的 ,这样如何得到更多的开放题是教师在教学过程中碰到的一个实际问题。本文通过例子说明如何将课本中的例、习题编制成开放型题。1　考虑原命题的逆命题对一个命题当从正面考察完了之后 ,研究一下它的逆命题是否成立或在什么条件下成立 ,可得到一些开放题。图 1例 1　①如图 1已知∠Ａ =3 6°,∠ＤＢＣ =3 6°,∠Ｃ =72°,计算∠ 1和∠ 2的度数 ,并说明…     

Images of mathematics held by university teachers of mathematics education

This article presents data about views of mathematics collected through a national survey of teachers of mathematics education in Canadian universities. The results are compared to those obtained through a similar survey of university teachers of mathematical sciences carried out earlier.     

例谈数学开放题的编制

开放题作为常规题的补充,应围绕使用开放题的目的来编制.本文结合自身编题实践,提出了从封闭题引申;体现某一研究方法,设置问题情境;以知识网络的交汇点为切入点;体现数学应用价值;分析报刊信息资料等常用的编制开放题的方法与策略.     

在数学教学中培养学生的创新能力

新课程改革要求数学教学要重视学生创新能力的培养.教师在数学教学中培养学生的创新能力,要通过教学氛围的营造,激发学生的创新精神,教学过程的优化,培养学生的创新能力.     

由数学直觉谈数学教学中学生创造力的培养

一、数学直觉及其意义 数学界历来以数学的"绝对"严谨而自豪,把数学的严密性作为数学的生命.因此,大多数数学教师的讲解,通常局限于教科书中的逻辑演绎,过多强调数学形式上的严谨.这当然是重要的.但是,这只抓住了数学活动的一个方面,即逻辑性的一面,却忽视了数学活动的另一个方面,即数学直觉层面,致使学生认为,数学就是逻辑演绎.     

Students' mathematical reasoning in university textbook exercises

Video recordings of three undergraduate students' textbook-based homework are analysed. A focus is on the ways their exercise reasoning is mathematically well-founded or superficial. Most strategy choices and implementations are carried out without considering the intrinsic mathematical properties of the components involved in their work. It is essential in their strategies to find procedures to mimick and few constructive reasoning attempts are made.This revised version was published online in October 2005 with corrections to the Cover Date.     

数学软件与大学数学教学

本文分析了数学软件对数学教学改革的促进作用,以及高等学校数学教学对数学软件依赖性,指出要正确处理好数学软件与数学教学的关系,合理有效地发挥数学软件在数学教学中的作用。     

Project work in university mathematics education

This article discusses project work in university mathematics education. The practice perspective is obtained as students and teachers from Aalborg University share their experiences. A theoretical framework is introduced. It includes the following key-terms: Problem-centered studies, interdisciplinarity, participant-directed studies, and the exemplarity principle. The contrasting of this theoretical conception of project work with the practice shows that the original notion of project work has been modified as a consequence of its encounter with practice. The modification can be perceived as both a success and a failure. To discuss this, different perspectives on project work in mathematics are suggested.     

数学软件与大学数学教学

本文分析了数学软件对数学教学改革的促进作用,以及高等学校数学教学对数学软件依赖性,指出要正确处理好数学软件与数学教学的关系,合理有效地发挥数学软件在数学教学中的作用.     

高校学生管理工作新思考

现在的学生不好管是许多学生管理工作者的看法,这说明学生管理还存在认识、预测、制度、管理队伍建设、管理手段等方面的问题。我们要转变学生管理思想,创新学生管理观念,理顺学生管理体制,加强学生管理研究,完善学生管理制度,并做到以学生为本,不断锻炼学生管理队伍,提升他们的思想境界,实现学生的自我管理、自我教育,为培养我们期望的人才做出贡献。     

浅谈体育高考生短跑的训练方法

短跑是体育高考加试中比较重要的一个项目,它不仅能反映考生的速度、力量和灵敏度,而且还能反映一个人的心理素质。本人通过实践和查阅相关文献资料,结合体育高考生的特殊情况,总结出一些相应的训练方法,为基层体育教师和学生提供一定参考。     

瑜伽体式锻炼对高校女生柔韧素质的影响研究

瑜伽作为一种减压减负、舒放身心、塑身美体的锻炼方式以及深厚的文化底蕴和独特的自身魅力深受青年女大学生的喜爱。本文以瑜伽体式锻炼为运动手段,观察长期进行瑜伽体式练习对高校女生柔韧素质的影响,为普通高校体育教学课程改革中瑜伽课型设计提供参考依据。     

对大学数学与高中数学课程内容的衔接问题的思考

首先分析当前大学数学与高中数学缺乏衔接所造成的问题,然后回顾我国在基础教育领域开始了由应试教育向素质教育转变的新一轮的课程改革,对《高中数学新课程标准》要求的教学内容和大学数学的教学内容两者作了比较分析,最后提出了大学数学教学改革的几方面的建议。     

A critical analysis of university examinations in mathematics

Part I of this paper introduced a procedure for assessing the questions set in University mathematics examinations to see what skills were needed for their solution. This part of the paper discusses the results obtained when the procedure was applied to a sample of some 1400 questions set during 1976 in ten British Universities. Although there is an unavoidable subjective element, the method is a way of focussing rational argument.