高等数学与高中数学的衔接

从高中教材和高等数学教材的内容、高等数学和初等数学的思维模式、教师的教学方法、学生的学习方法四个方面分析学生在学习高等数学时感到困难的原因,并探讨在高等数学教学中,做好高等数学与高中数学衔接的五项具体措施：上好绪论课,帮助学生建立自主学习的观念;指导正确的学习方法,培养学生的自学能力;给出数学概念要循序渐进,注意知识的衔接;加强习题指导,加深学生对基本概念的理解;及时了解学生状况,有针对性地开展教育。     

愿《高等数学研究》成为读者喜爱的朋友─—为本刊更名敬告读者

本刊以新刊名《高等数学研究》和广大读者见面了。她的前身《数学学习》，创刊于1954年，由当时的中国数学会西安分会创办，是我国最早的几份数学期刊之一。但是由于种种原因，仅仅一年，出了4期就停刊了。改革开放以后，科学的春天到来了。1980年，经陕西省数学会申请获准复刊，沿用原刊名、刊期出版迄今，已经19个年头，出了76期。复刊以来，刊物的宗旨是配合我国大学的数学教育，研究高等数学的理论、方法及应用，指导和帮助大学生更好地学习和理解大学数学的内容、方法和思想，提高大学生的数学素养，促进大学数学教学和素质教育水平的…     

电教媒体在高等数学教学中的应用

《高等数学》课程作为理工科学生的一门重要基础课，在培养学生各种思维能力和科学的处理问题方法等方面，是任何其它课程不可替代的。现代科学技术的飞速发展，知识的剧烈膨胀使人们对数学知识的需求与日递增，而大学生在校学习时间有限，各个专业的教学改革及双休日制度使高等数学课程的教学时数不断减少，     

大学学习学与高等数学

大学学习学与高等数学杨奇（天津大学数学系，天津５０００７２）大学学习学是一门新的教学基础理论课程．它所研究的大学生的学习现象．一般的学习规律．学习的方法和策略在高等数学的教学中都有所体现，在高等数学教学过程中进行大学学习学教学有许多有利条件，但也有不...     

浅谈高等数学教学中对学生自我效能感的培养

目前,由于学生学习高等数学的基础、高等数学学习能力和高等数学能力、高等数学学习的归因、高等数学学习评价等,导致学生高等数学学习的自我效能感较弱,成为影响学生学习高等数学的主要原因之一.笔者提出了通过给学生创设学习成功的机会、引导大学生进行积极的归因、树立学习的榜样、掌握数学思想、方法和有效的学习方法、优化评价方式等来激发、培养学生的高等数学学习的自我效能感,激发学生学习高等数学的兴趣,提高教学质量.     

浅谈在高等数学教学中如何将基本概念形象化

高等数学中的基本概念具有高度抽象性，是教师讲授的难点，也是学生学习的重点，而基本概念的掌握是学生学习理解高等数学的关键，也是培养学生学习兴趣的前提．本总结了多种方法，将基本概念形象化变为可“听”，可“看”，可“摸”，降低了基本概念的教与学难度，提高了学生学好高等数学的兴趣。     

《高等数学研究》稿约

一、本刊是国家科技部批准，国内外公开发行的数学期刊．其宗旨主要是配合大学的数学教育，研究高等数学的理论、方法及应用，指导和帮助大学生更好地学习和理解大学数学的内容、方法和思想，提高大学生的数学素质，促进大学数学教学和素质教育水平的提高。     

高职院校高等数学教学改革的探索

就如何体现高等数学教学特色，提高学生数学心理素质，培养学生学习兴趣和解决问题能力，探讨改革高职高专院校高等数学教学的有益方法．     

对《高等数学》教学中克服学生常见错误的一些认识和做法

对《高等数学》教学中克服学生常见错误的一些认识和做法张一龙（南昌航空学院）高等工科院校的《高等数学》课都是在大学一年级第一学期就开出．由于学生刚从中学进入大学，对大学的学习方法一无所知，加上（高等数学》这门课比较抽象，逻辑性强，因此，学生在学习中常会...     

“辨误教学”与高等数学基本理论教学

理工科院校部分学生对高等数学基本理论学习不够重视，因而对基本理论掌握不牢，而“辩误教学”是促使学生理解和掌握高等数学基本理论的有效方法之一。     

结合专业特色的理工科数学课程教学探讨

本文以湖南师范大学物理学专业数学物理方程的教学实践为基础,指出了目前理工科数学课程教学中存在的主要问题,探讨了高等院校数学教学与专业特色相结合的教学方法,并从教学内容、师资要求、教学方法和考核方式等方面提出某些具体改革措施,在教学实践中取得了初步成效．     

融合现代科技理论和方法，优化高等数学课程体系

科学技术在不段发展，而高等数学的课程体系却一成不变，造成了数学教学的相对落后．本文分析了高等数学课程现状，介绍了本校在高等数学课程体系优化过程中融合现代科技理论和方法的实践．以适应现代教育的需求和发展．     

《数学物理方法》课程教改的探索与实践

随着我国科学技术的快速发展,对于理工科学生在数学基础和数学素养方面的要求越来越高.数学物理方法课程综合应用了各个数学分支的内容,是提升理工科本科学生应用数学能力的重要基础课程.本文以课程作用、课程安排以及教学内容的梳理改进为主线,介绍数学物理方法课程教改的思考与实践.     

Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses

This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform‐oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform‐based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K‐16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K‐12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon‐Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform‐oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform‐based instructional methodology.     

Sociocultural Factors Influencing Students' Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students

The voices of African American students reveal sociocultural factors that influence their achievement in science and mathematics classes. Using a sociocultural theoretical framework ( Mercer & Covey, 1980 ), this ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms. This framework acknowledges the vulnerability of the educational system to societal influences that inevitably assert cultural values and norms. The students' discussions provided insight into their beliefs about the varied ways in which sociocultural factors impact their learning in science and mathematics classrooms.     

Interesting Science and Mathematics Graduate Students in Secondary Teaching

State and national initiatives attempt to increase the quantity and quality of secondary mathematics and science teachers. Research suggests that if one could appeal to something inside of people or about the process of teaching and learning itself, then one might draw current mathematics and science graduate students into secondary teaching. This study placed eight mathematics and science graduate students in secondary schools for ten hours a week. Pre‐ and post‐measures of their interest level in becoming secondary teachers were made. Overall, graduate students decreased in their desire to become secondary teachers. The main reasons were (1) fellows wanted to work with higher‐level mathematics and science; (2) fellows felt students were not behaved and unmotivated; (3) fellows did not view being a teacher as a career, but only as a job; and (4) fellows felt school systems had to do too many things that fellows did not want to do.     

Making mathematics and science integration happen: key aspects of practice

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the ‘other subject’ and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.     

Integrating history and philosophy in mathematics education at university level through problem-oriented project work

Through the last three decades several hundred problem-oriented student-directed projects concerning meta-aspects of mathematics and science have been performed in the 2-year interdisciplinary introductory science programme at Roskilde University. Three selected reports from this cohort of project reports are used to investigate and present empirical evidence for learning potentials of integrating history and philosophy in mathematics education. The three projects are: (1) a history project about the use of mathematics in biology that exhibits different epistemic cultures in mathematics and biology. (2) An educational project about the difficulties of learning mathematics that connects to the philosophy of mathematics. (3) A history of mathematics project that connects to the sociology of multiple discoveries. It is analyzed and discussed in what sense students gain first hand experiences with and learn about meta-aspects of mathematics and their mathematical foundation through the problem-oriented student-directed project work.     

Design and Implementation of a Framework for Defining Integrated Mathematics and Science Education

Integrated mathematics and science teaching and learning is a widely advocated yet largely unexplored phenomenon. This study involves an examination of middle school integrated mathematics and science education from two perspectives—theory and practice. The theoretical component of this research addresses the ill-defined nature of the phrase integrated mathematics and science education. A conceptual framework in the form of a Mathematics/Science Continuum is presented to lend clarity and precision to this phrase. The theoretical framework is then used to guide analysis of tasks students are engaged in during instructional practice in middle school classrooms, where the goal of instruction is full integration of mathematics and science. Barriers to integrating mathematics and science in the school curriculum are also presented.     

Facilitating parental engagement in school mathematics and science through inquiry-based learning: an examination of teachers’ and parents’ beliefs

This study examined teachers’ and parents’ beliefs on the implementation of inquiry-based modeling activities as a means to facilitate parental engagement in school mathematics and science. The study had three objectives: (a) to describe teachers’ beliefs about inquiry-based mathematics and science and parental engagement; (b) to describe parents’ beliefs about inquiry-based mathematics and science and their engagement in inquiry-based problem solving; and (c) to explore the impact of an inquiry-based learning environment comprising a model-eliciting activity and Twitter. The research involved three sixth-grade teachers and 32 parents from one elementary school. Teachers and parents participated in workshops, followed by the implementation of a model-eliciting activity in two classrooms. Three teachers and six parents participated in semi-structured interviews. Teachers reported positive beliefs on parental engagement in the mathematics and science classrooms and the potential positive role of parents in implementing innovative problem-solving activities. Parents expressed strong beliefs on their engagement and welcomed the inquiry-based modeling approach. Based on the results of this aspect of a four-year longitudinal design, implications for parental engagement in inquiry-based mathematics and science teaching and learning and further research are discussed.