A Path to Designing Inquiry Activities in Mathematics

Abstract

This paper aims to illustrate a design cycle of inquiry-based mathematics activities. We highlight a series of questions that we use when creating inquiry-based materials, testing and evaluating those materials, and revising the materials following this evaluation. These questions highlight the many decisions necessary to find just the right tasks for our students. Throughout the paper the use of multiple representations (graphical, numerical, symbolic, and narrative) and the distinction between facts, skills, methods, and conceptual understanding is explained and illustrated with examples. Additionally, we present evidence of student learning through excerpts from student journals and exam analysis.     

基于灰色关联的企业危机预警案例检索模型研究

本文提出了基于灰色关联的危机预警案例检索方法,解决了在复杂决策环境中,加权距离的扩展和案例修正等问题,为完善基于案例推理的企业危机预警提出了一种新的思路和方法。     

类脑智能研究现状与发展思考

近年来人工智能研究的许多重要进展反映了一个趋势:来自脑科学的启发,即使是局部的借鉴都能够有效地提升现有人工智能模型与系统的智能水平。然而,想要真正逼近乃至超越人类水平的人工智能,还需要对脑信息处理机制更为深入的研究和借鉴。类脑智能研究的目标就是通过借鉴脑神经结构及信息处理机制,实现机制类脑、行为类人的下一代人工智能系统。文章从受脑启发的新一代人工神经网络、基于记忆、注意和推理的认知功能模型、基于生物脉冲神经网络的多脑区协同认知计算模型等角度,并结合研究团队在类脑智能领域的研究进展,论述类脑智能的研究进展、发展方向和对未来发展的思考。     

基于类比推理的控制系统分析法

提出了一个基于类比推理的控制系统分析方法，并介绍了方法的构成、特点和软件分析结果等。     

基于TM影像的绍兴地区土地利用变化监测

以1984年和1997年两期TM影像，结合相关辅助信息，进行绍兴试验区的土地利用变化监测研究。在两时相影像校正处理基础上，进行影像的光谱数据转换处理并通过两时相影像的亮度轴（B）、绿度轴（G）和湿度轴（W）3个分量的差值运算进行信息复合。选取影像中的典型变化区并调整变化范围和步长搜寻获取变化和非变化像元的最佳变化强度阈值，采用直接比较分析法在掩膜的ΔBΔGΔW空间中提取土地利用变化信息，从而避免了分类后比较法的误差累积并出现不合理变化类型的缺陷。在此基础上利用地物时相特征和地理辅助数据，通过综合应用地物的光谱、空间和时相信息并以知识推理的方式对前期单一分类方法的结果进行修正处理。精度分析表明采用本方法能较为可靠地进行土地利用变化监测。     

中国大学生英语写作中的逻辑谬误分析

作者结合大学英语高级写作的教学经验,对大学三年级学生的一篇英语作文中出现的逻辑谬误进行分类和分析,指出逻辑谬误作为写作中的言外错误极大影响作文的说服力,大学英语写作教学中应加强培养学生的逻辑推理能力。     

College chemistry students' mental models of acids and acid strength

The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research study involving students enrolled in different types of organic chemistry course sections at our university. Our analysis led to the identification of four distinct mental models, some of which resembled scientific models of acids and acid strength. However, the distinct models are better characterized as synthetic models that combined assumptions from one or more scientific models with intuitive beliefs about factors that determine the properties of chemical substances. For many students in our sample, mental models served more as tools for heuristic decision‐making based on intuitively appealing, but many times mistaken, concept associations rather than as cognitive tools to generate explanations. Although many research participants used a single general mental model to complete all of the interview tasks, the presence of specific problem features or changes in the nature of the task (e.g., prediction vs. explanation) prompted several students to change their mental model or to add a different mental representation. Our study indicates that properly diversifying and sequencing the types of academic tasks in which students are asked to participate could better foster meaningful learning as different types of cognitive resources may be activated by different students, and thus shared, analyzed, and discussed. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 396–413, 2011     

The views of Pasifika students in New Zealand about communicating mathematically

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.     

Turkish elementary student teachers’ epistemological beliefs and moral reasoning

The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs.