排序方式: 共有120条查询结果,搜索用时 62 毫秒
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Ken Takata 《International Journal of Mathematical Education in Science & Technology》2013,44(7):921-941
College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the student's performance. Our study compares two calculus classes, one taught with mandatory remedial IAI and the other without. The class with mandatory remedial IAI did significantly better on comprehensive multiple-choice exams, participated more frequently in classroom discussion and showed greater interest in theorem-proving and other advanced topics. 相似文献
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Ted Graham Paulette Smith 《International Journal of Mathematical Education in Science & Technology》2013,44(2):227-237
This paper outlines an experiment in which pupils in Key Stage 2 were encouraged to use graphics calculators, in particular two simple programs, which helped them develop recall of their tables and allowed them to practise multiplication. The pupils responded very well to the calculators and seemed to have been motivated by them. The pupils did not find them difficult to operate and experienced very few technical problems. The authors concluded that the graphics calculator has considerable potential to enhance the mathematical experience and learning of pupils at this level, and that although the extent of the investigation was fairly limited the results were encouraging enough to justify further work in this area. 相似文献
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Alexander Vaninsky 《International Journal of Mathematical Education in Science & Technology》2013,44(3):406-411
This article introduces a trigonometric field (TF) that extends the field of real numbers by adding two new elements: sin and cos – satisfying an axiom sin2?+?cos2?=?1. It is shown that by assigning meaningful names to particular elements of the field, all known trigonometric identities may be introduced and proved. Two different interpretations of the TF are discussed with many others potentially possible. The main objective of this article is to introduce a broader view of trigonometry that can serve as motivation for mathematics students and teachers to study and teach abstract algebraic structures. 相似文献
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Caroline Yoon Barbara Kensington-Miller Jamie Sneddon Hannah Bartholomew 《International Journal of Mathematical Education in Science & Technology》2013,44(8):1107-1122
Students often play a passive role in large-scale lectures in undergraduate mathematics courses: they observe the lecturer demonstrate mathematical procedures, but they rarely engage in authentic mathematical activity themselves. This study uses semi-structured interviews of undergraduate students to investigate the implicit and explicit social norms and expectations that influence students to maintain their passive roles during lectures. Students were aware that their passivity was influenced by social norms, but perceived these norms as necessary for allowing the lecturer to get through the content in the allotted lecture time, while enabling students to avoid being publicly embarrassed in the lecture. However, the students appreciated opportunities to work on examples in small groups during lectures. We argue that the success of small group interactions during large-scale lectures depends on students and lecturers establishing supportive social norms, and adjusting their lecture goals from ‘covering the content’ to ‘developing mathematical understanding’. 相似文献
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This work, intended for advanced undergraduate students, explains the basic concepts and an actual scientific use of Terahertz Raman spectroscopy, displaying some of the benefits of this versatile technique for structural analysis of molecules building up materials since this technique has been increasingly used for molecular characterization in chemistry. A good didactic example of the experimentally applied temperature dependence of molecular vibrations according to the Boltzmann distribution is the ratio of anti-Stokes to Stokes Raman peak intensity used to calculate the temperature of a nylon 6,6 sample. The comparison of the temperature of nylon 6,6 calculated from the experimentally determined anti-Stokes to Stokes peak intensity ratio in the Terahertz region with the temperature set with the help of a heating-freezing stage is discussed. The limitations of Terahertz Raman spectroscopy are also part of this fundamental discussion. 相似文献
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培养学生数学建模能力是数学教育界共同关注的热点问题.只有了解学生的现状才能做到有的放矢,提出有效的提升方法.本文通过问卷调查,收集数据,进行统计分析存在问题的原因,目的是了解学生的建模能力和其问题的根源,为下一步纠正问题,对症下药以及提出解决的方法准备理论基础.通过调查发现,高等本科院校的学生数学建模能力总体水平不高,学校对此的宣传度和重视度不足.本文在分析研究调查结果的基础上,提出对高等本科院校培养学生建模能力的几点启示. 相似文献
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针对本科生参加科技实践活动对综合能力是否有影响的问题,通过跟踪调查及分析吉林大学化学学院2011级化学专业127名本科生,发现参与科技实践活动的52名学生的有机化学、物理化学、计算机应用基础等课程的平均成绩优于全体学生的平均成绩;在获得各项奖励的学生中,参与科技实践活动的学生占69.2%;在获得毕业论文优秀成绩的学生中,参与科技实践活动的学生占56.5%;在被“推免”攻读研究生(保研)的学生中,参与科技实践活动的学生占84.4%;在出国留学学生中,参与科技实践活动的学生占64.3%。可见,参与科技实践活动不仅不影响本科生的课程学习,而且会提升他们的综合能力。 相似文献
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