An Assessment of the Quantitative Literacy of Undergraduate Students

Quantitative literacy (QLT) represents an underlying higher-order construct that accounts for a person's willingness to engage in quantitative situations in everyday life. The purpose of this study is to retest the construct validity of a model of quantitative literacy (Wilkins, 2010). In this model, QLT represents a second-order factor that accounts for the interrelationship among three first-order factors: mathematical beliefs, mathematical disposition, and mathematical cognition. Using data from two samples of undergraduate students (n = 186 and n = 184), a series of confirmatory factor analyses were conducted. Results supported the hierarchical three-factor structure and confirmed its factorial invariance across multiple groups of students. Latent QLT scores from the model were used to compare and rank student QLT by gender and class standing.     

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics.     

The Effects of Autocorrelation on the Curve-of-Factors Growth Model

This simulation study examined the performance of the curve-of-factors model (COFM) when autocorrelation and growth processes were present in the first-level factor structure. In addition to the standard curve-of factors growth model, 2 new models were examined: one COFM that included a first-order autoregressive autocorrelation parameter, and a second model that included first-order autoregressive and moving average autocorrelation parameters. The results indicated that the estimates of the overall trend in the data were accurate regardless of model specification across most conditions. Variance components estimates were biased across many conditions but improved as sample size and series length increased. In general, the two models that incorporated autocorrelation parameters performed well when sample size and series length were large. The COFM had the best overall performance.     

Building a Better Applicant Pool–A Case Study of the Use of Predictive Modeling and Market Segmentation to Build and Enroll Better Pools of Students

ABSTRACT

Predictive modeling has been a popular topic in higher education for the last few years. This case study shows an example of an effective use of modeling combined with market segmentation to strategically divide large, unmanageable prospect and inquiry pools and convert them into applicants, and eventually, enrolled students.     

合理行动理论视角下农户宅基地使用权流转潜在意愿及其影响因素分析——基于河南省4个试点县的调查

以合理行动理论(TRA)为依据,基于河南省4个试点县718户农户的调查数据,运用结构方程模型(SEM)对农户宅基地使用权流转潜在意愿及其影响因素进行了实证分析。结果表明,农户行为态度、主观规范、感知行为控制对宅基地使用权流转潜在意愿有显著影响,农户宅基地使用权流转决策行为态度尚处于由"生存理性"至"价值理性"过渡期,家人意见对流转决策有显著正向影响,社保问题是农户决策时考虑的重要因素。     

数学建模在推动理工类“高等数学”教学改革中的作用

“高等数学”教学改革是一项长期复杂的工作,数学建模的融入推动了教学改革的进程,发挥非常重要的作用。数学建模的推动作用主要表现在两个方面,一是推动“高等数学”教学内容的优化和升级,二是推动“高等数学”教学方法的改革,使之向启发式、互动式、信息化教学方法转变。     

利用数学建模培养创新性应用型人才

论述了数学建模与数学建模竞赛的意义及其在创新性应用型人才培养中的作用,结合学校实际给出了积极开展数学建模活动的一些有效的措施,最后介绍了该校在数学建模方面取得的成效.     

Validation of clay modeling as a learning tool for the periventricular structures of the human brain

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists.     

浅谈数学实验在数学建模中的作用

本文研究了数学实验在数学建模活动中的重要作用,认为加强数学实验,有利于帮助学生解决数学建模中的模型求解与数值计算等难点。同样对培养学生创新能力、提高学生动手实践能力等都具有重要的促进作用。     

素描之意--传统绘画素描与设计素描辨析

通过对传统绘画素描与设计素描的理论辨析，探讨具像思维与抽象造型思维的区别与联系，从艺术教育的整体观念出发来理解素描作为基础的本质涵义，指出专业思维模式与方法论的灌输与培养应从基础抓起，专业造型意识的培养才是素描精意之所在。