基于模糊层次分析法的可信度评估方法

对可信度的评估方法进行了探讨 ,并结合模糊层次分析法与模糊综合评判方法提出一整套可信度评估流程 ,最后进行了评估实践     

模糊综合评判在高校排课系统评价中的应用

模糊综合评判是一种应用广泛的模糊数学方法,是在综合考虑和整体平衡中顾及各种因素全面进行评判的科学方法,可广泛应用在各类人员、工作、产品等等客体的综合评判工作中.本文主要采用模糊数学理论对我院排课系统进行综合评价,经确定评判因素集、权重、等级评语向量和评价矩阵等,从而得到了三级模糊综合评判模型.结果表明该模型用于排课系统评估,客观公正,可信度高.     

基于模糊综合评判的预警机作战效能评估

根据预警机的功能结构关系,建立了预警机的效能评估指标体系;针对预警机作战效能评估多指标和不确定性的特点,结合模糊综合评判法建立了预警机作战效能评估的多层模糊综合评判模型;通过实例验证了模型的正确性和有效性.     

中介服务机构的信誉评估模型

本文利用综合模糊评判方法针对中介服务机构的信誉评估问题 ,给出了一个综合评估模型 .     

高校教学质量评价的属性识别法

阐述了高校教学质量评价的属性识别法.并应用此方法对普通高等学校的教学质量进行评价,指出了属性识别理论与模糊综合评判方法相比的优越之处.为普通高等学校教学质量评价提供了一种量化处理的方法.     

运用模糊数学方法评估教师教学质量

本文运用模糊数学三级模糊综合评判模型,科学地评价教师的教学质量。理论计算结果与客观实际相符合。     

基于模糊综合评判方法的DEA模型

利用数据包络分析和多目标规划的有关理论,对模糊综合评判方法进行进一步探讨,给出一个建立在模糊综合评判过程基础上的DEA模型,该方法不仅能够增强模糊综合评判结果的客观性,更重要的是它可以找出模糊综合评判中较差单元无效的原因,并能为较差单元的改进提供许多有用的信息。     

基于模糊评价的管理数据库的知识挖掘

采用模糊数学中的综合评判方法对学生管理数据库中的成绩进行挖掘，得到学生个人综合素质的分类的相关知识，同时对模糊评判中评判标准，模糊关系矩阵的确定及模糊算法进行研究。得出比较满意的结论。     

多对模糊算子的综合评判模型

本文提出了一个用多对模糊算子进行模糊综合评判的新模型．用此模型对多个评判对象的几种指标进行评判和排序．     

基于模糊理论的产后大出血风险预测

运用模糊综合评判的方法对孕产妇产后大出血的风险进行预测评估.依据大量产后出血的医学资料,建立了合适的评价指标体系,利用改进的层次分析法确定权重集,构造出隶属函数,得到单因素评判矩阵.依据产后大出血的临床医学特点,设计了一个动态的评判系统,根据每个病人的个体情况进行综合评判,预测出发生产后出血的风险等级,并给出引起出血的可能原因.通过对大量病例测试表明,该系统评判结果与临床诊断相一致,从而验证了理论的正确性和实用性.     

An Evaluation of a Master's Degree in K‐8 Mathematics and Science: Classroom Practice

“Evaluation as a particular kind of investigated discipline is distinguished from, for example, traditional empirical research in the social sciences or from literary criticism, criminalistics, or investigative reporting, partly by its extraordinary multidisciplinarity” ( Scrivens, 1991 , p. 141). It is this unique multidisciplinary feature of evaluation that adds usefulness when determining the effectiveness of programs seeking to integrate mathematics and science teaching and learning across elementary and middle grade levels. In 2005, a K‐8 mathematics and science program celebrated its 15th year of service. The program was the result of education, business, and community partnership efforts focused on improving mathematics and science teaching and learning in schools throughout a metropolitan region in the southeastern United States. To date, over 350 K‐8 teachers have completed a master's degree through this mathematics and science education program. The director realized that an evaluation of the program would likely provide insights that would benefit not only the efforts of the program but the broader mathematics and science teaching and learning community. Hence, the National Science Foundation (award No. 9815931), which had provided start‐up funds for the program responded to this need and provided funding for a longitudinal evaluation of the program. The evaluation was conducted from 1999 to 2004. This article focuses on the evaluation results for years 1 and 2 and addresses the question related to changes in teachers' classroom practice.     

高等数学教学的新问题及对策

随着普通高校由过去的精英教育向大众教育的转化．致使同一学校甚至同一专业学生的数学基础相差较大．本文分析了普通高校的高等数学教学现状。提出了高等数学课分层次教学方法．     

高等数学教学现状调查分析

高等学校扩大招生后,非数学专业的数学教育面临很多问题,大部分人把这些问题归结为学生质量的下降造成的,这是不公正的.教学过程是一个系统的过程,从对1995级和2005级同一份高等数学(下册)试卷的考试情况进行分析,虽然可以显现出学生的差异,但这些差异不全是学生的质量的问题,应该与教学环境、教学要求、教学方法、师资条件以及社会发展环境等相关联,同时与学生的学习兴趣、学习能力是密不可分的.调查分析这些因素对当代学生的学习和数学教学的影响程度到底有多大,是有效提高大学数学教学质量的前提.     

基于改进的多层次模糊综合评价模型的高校课堂教学质量评价研究

依据模糊数学的理论,构造了一种改进的多层次模糊综合评价模型.通过建立高校课堂教学质量评估指标体系,利用改进的多层次模糊综合评价模型对高校课堂教学质量进行综合评价.实证结果表明,模型具有较好的科学性和实用性,是一种有效地评估高校课堂教学质量的方法.     

Curriculum Materials Supporting Problem-Based Teaching

The vision for school mathematics described by the National Council of Teachers of Mathematics (NCTM) suggests a need for new approaches to the teaching and learning of mathematics, as well as new curriculum materials to support such change. This article discusses implications of the NCTM standards for mathematics curriculum and instruction and provides three examples of lessons from problem-based curricula for various grade levels. These examples illustrate how the teaching of important mathematics through student exploration of interesting problems might unfold, and they highlight the differences between a problem-based approach and more traditional approaches. Considerations for teaching through a problem-based approach are raised, as well as reflections on the potential impact on student learning.     

Good mathematics instruction in South Korea

There have been only a few studies of Korean mathematics instruction in international contexts. Given this, this paper describes in detail a sixth grade teacher’s mathematics instruction in order to investigate closely what may be counted as high-quality teaching and learning in Korea. This paper then discusses several key characteristics of good mathematics instruction along with some background information on Korean educational practice. This paper concludes with remarks that good mathematics instruction may be perceived differently with regard to underlying social and cultural norms.     

Middle School Mathematics Teachers Learning to Teach with Calculators and Computers

This paper reports the results of a project in which experienced middle grades mathematics teachers immersed themselves in calculator and computer use for both doing and teaching mathematics and prepared themselves as leaders for communicating their knowledge to colleagues. Project evaluation included interviews with participants at the beginning and end of the project and evaluation forms completed at the end of the project. Pre-interviews indicated that virtually all of the participants had no experience using technology to teach mathematics. Many felt that technology was not likely to be as effective in helping students learn mathematics as other teaching techniques. Post-interviews indicated that all teachers were confident of their abilities to use some technologies in teaching mathematics. They acknowledged that technology was useful in developing conceptual understanding and that their role was to guide this conceptual development. The differences in participants' perceptions about how the project affected them yielded suggestions for future inservice efforts about technology.     

基于可变模糊集理论的城市用地适用性评估

依据可变模糊集理论,构造了城市用地适用性评估的相对差异函数模型和相对隶属函数模型,建立了求解综合相对隶属度的可变模糊评估模型,并应用该模型对2组待开发利用用地适用性进行了评估.研究表明:可变模糊评估是依据对立相对隶属函数来描述模糊概念,通过参数的可变性,自我验证可变模糊评估方法的可靠性,并通过级别特征值表达了评估对象属于某级别的程度,使评估结果更为精细,从而为城市用地适用性评估提供了一种有效的新方法.     

Using Sociocultural Theory to Teach Mathematics: A Vygotskian Perspective

This study describes an elementary teacher's implementation of sociocultural theory in practice. Communication is central to teaching with a sociocultural approach and to the understanding of students; teachers who use this theory involve students in explaining and justifying their thinking. In this study ethnographic research methods were used to collect data for 4 1/2 months in order to understand the mathematical culture of this fourth‐grade class and to portray how the teacher used a sociocultural approach to teach mathematics. To portray this teaching approach, teaching episodes from the teacher's mathematics lessons are described, and these episodes are analyzed to demonstrate how students created taken‐as‐shared meanings of mathematics. Excerpts from interviews with the teacher are also used to describe this teacher's thinking about her teaching.     

From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety

This paper presents qualitative and quantitative approaches to exploring teachers’ experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences in teacher education. Findings indicate that mathematics anxiety and mathematics teaching anxiety may be similar (i.e., that preservice teachers perceive a logical continuity and cumulative effect of their experiences of mathematics anxiety as learners in K–12 classrooms that impacts their work as teachers in future K–12 classrooms). Further, anxiety is not limited to occurring in evaluative settings, but when anxiety is triggered by thoughts of evaluation, preservice teachers may be affected by worrying about their own as well as their students' performances. The implications for preservice experiences within a teacher education program and for impacting future students are discussed.