高师生数学解题的元认知模型及其特点研究

从实证的角度探讨数学解题的元认知模型.以数学解题中的元认知知识、元认知体验、元认知策略三者为基本因素,研制一份元认知问卷;施测问卷,对数据进行探索性因素分析和验证性因素分析,检验因素假设与数据之间的拟合程度.施测正式问卷于高师生,结果表明,高师生数学解题的元认知模型还保持一定程度的发展,而且发展不平衡.总体水平而言,女生比男生好;大三学生明显高于大二、大一学生,大一优于大二,大二年级是个转折时期.     

职业学校学生数学学习非智力因素与提升研究

研究表明,非智力因素成为影响职业学校学生数学学习以及取得好成绩的主要因素,学生存在的非智力因素中的一个或几个问题,就能成为制约学生数学学习的障碍.本文利用“数学学习非智力因素模型”对职业学校学生的数学学习非智力因素特征进行了实证调查,得出结论:职业学校学生数学学习状况不甚理想;职业学校学生的数学学习非智力因素总体特征上呈现中性,女生群体弱于男生群体,并在某些维度与具体因子上为中性偏弱,甚至个别因子趋于反向弱型;职业学校学生数学学习的非智力因素存在问题.根据调查结果提出了相应的提升职业学校学生非智力因素的措施.     

我国就业的影响因素分析

在经典就业理论的分析基础上,结合中国实际情况,从宏观因素、财政政策、货币政策、结构性因素、人力资本和其他随机因素等六大方面提炼出可能影响就业的指标.分别选取指标的全国年度数据和季度数据,运用逐步回归方法提取出影响整体就业情况的长期短期因素.运用多元回归模型对年度指标进一步进行长期关系分析;采用VAR模型对季度数据进一步进行短期关系分析;并运用所建立模型进行了预测.     

基于ISM的制造型企业品牌竞争力影响因素结构分析

通过对制造型企业品牌竞争力内涵和主要特征的研究,筛选出影响制造型企业品牌竞争力的17个因素.在此基础上,运用解释结构模型(ISM)确定了这些影响因素之间的关系;通过建立制造型企业品牌竞争力主要影响因素的多级递阶结构模型,分析了该模型6个层级之间的关系和各影响因素在制造型企业品牌竞争力系统中所起的不同作用.研究结果对于制造型企业品牌竞争力的提升具有实际的指导意义.     

城市火灾次数与气象因素的Adaptive-Lasso分析

为研究城市火灾次数与气象因素的关系,以天津市的火灾数据为例,建立月度火灾次数与温度、风速、降雨量、日照、湿度等相关的各月气象因素及上月火灾起数间的线性回归模型.通过Adaptive-Lasso方法对上述变量进行选择并估计其参数,并对所得模型进行了分析比较,同时预测分析了2008年上半年火灾发生数.研究表明,通过Adaptive-Lasso方法建立的线性回归模型能够更好地预测火灾次数.     

云南省就业问题的趋势与控制模型研究

基于因果关系理论、因子分析理论、协整分析、自回归分布滞后模型和误差修正模型,对云南省就业问题进行了研究.建立了云南省就业的趋势和控制模型,揭示了云南省就业发展的内在规律及其与各宏观因素之间的系统作用关系.     

基于解释结构模型的建筑工程质量因素分析

以建筑工程为研究对象,选取13项影响建筑工程质量因素的指标,运用解释结构模型(ISM)系统分析各因素之间的内在联系,并在此基础上建立4级多层次递阶结构模型,进一步精确描述各因素间的直接关系,从而直观地反映各因素间的层级关系及相互影响,并找到了影响建筑工程质量的根本原因,进而为改善我国建筑工程质量提供一定的参考依据.     

基于主成分因素法的企业绩效比较方法

本通过比较多种企业财务绩效因素，建立了基于主成分因素法的企业绩效比较模型，并通过对国外上市的信息安全公司进行比较实证检验，验证了该预测模型在实际市场上与企业的市场地位是相符的。     

基于层次分析法的大学生高等数学成绩影响因素分析

针对高等数学成绩的影响因素进行问卷调查,将高等数学成绩的影响因素分为个人、班级、学校、家庭和社会五类,每一类又包含多个具体影响因素,根据各层次间的关系,建立层次分析法模型,探讨各因素对大学生高等数学成绩的影响路径和路径系数,结合实际,提出了改进高等数学教学成效的建议和措施.     

基于多因素SVM的油价预测模型研究

准确预测国际原油价格,对于维护经济稳定和规避风险具有重要意义.由于国际油价的波动是由多种因素引起的,本文采用误差修正模型确定原油价格与因素的关系.将结果作为SVM回归预测模型的输入模式,建立基于多因素SVM的油价预测模型.通过实证研究,发现基于多因素SVM的油价预测模型相对于误差修正模型和基于国际油价本身的自回归SVM预测模型具有更好的拟合和预测效果.     

Gender Differences in Toddlers’ Visual-Spatial Skills

The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds’ visual-spatial skills, and to explore whether these factors differ for boys and girls. Children (N = 63; M_age = 28.17 months) were assessed on their visual-spatial skills and on measures related to visual-spatial skills: intelligence, quantitative reasoning, working memory, and home spatial activity engagement. Children’s mothers were assessed on mental rotation ability. Results found no difference between boys’ and girls’ visual-spatial skills at age two. Quantitative reasoning contributed the most to girls’ visual-spatial skills. No variables were predictive for the boys, though boys with higher spatial activity frequency had higher visual-spatial skills. The differential predictors have implications for the development and fostering of visual-spatial skills, particularly for girls, who may be at a disadvantage in this area when they are older.     

Gender, technology and attitude towards mathematics: a comparative longitudinal study with Mexican students

In this paper the results of a comparative longitudinal study investigating changes in girls’ and boys’ attitudes towards mathematics, and self-confidence in mathematics are presented. A 5-point Likert scale, AMMEC, was used to measure attitudes towards mathematics (AM), computer-based mathematics (AMC), and self-confidence in mathematics (CM). A total of 430 students using technology for mathematics and 109 students not using it were monitored for 3 years. At the beginning of the study, the participants were aged about 13 years. The statistical analyses of the data showed few gender differences in the way students’ attitudes and self-confidence changed over the 3 years. Significant gender differences favouring boys were found in attitudes towards mathematics in grades 8 and 9 for the group using technology. For the group using technology, significantly more boys than girls got high scores in attitudes towards computer-based mathematics in grade 7. Significantly, more girls using technology than girls not using it got high scores in grade 8. The use of technology did not have a positive impact on students’ self-confidence. Regardless of whether they used computers or not, from grades 7 to 9, there was a decrease in the self-confidence in mathematics of both boys and girls. To enrich these results and detect possible gender differences in the way attitudes were constructed, 12 girls and 13 boys were interviewed at the end of the study. The analysis of the arguments they presented to explain and justify their attitudes towards mathematics, computer-based mathematics, and their self-confidence in working in mathematics provided evidence of important gender differences in the ways in which boys and girls construct their attitude, indicating how their constructions reflect the gender stereotypes within Mexican society.     

Gender differences in mathematics achievement in Jordan: A differential item functioning analysis of the 2015 TIMSS

This study is within the framework of the United Nations sustainable development goals related to equitable quality education. The total score on the 2015 Trends in International Mathematics and Science Study that indicated eighth‐grade girls in Jordan significantly outperformed boys is hiding many details related to the quality of mathematics learning that reflect a gender gap. Data were analyzed using the Mantel–Haenszel differential item functioning analysis procedure to investigate test items that favored either boys or girls. The results showed that boys were more likely than girls to correctly answer the more difficult, unfamiliar, life‐related mathematical problems. In contrast, girls were more likely than boys to correctly answer the familiar, less difficult, and not life‐related problems. Some recommendations were suggested to diminish this gender gap that goes each way.     

Student Academic Self‐Concept and Perception of Classroom Environment in Single‐Sex and Coeducational Middle Grades Mathematics Classes

In this article, we present findings from a study that investigated the relationship between all‐girls classes, all‐boys classes, and coeducational classes on student mathematics self‐concept and student perception of classroom environment. Further, we compared responses of girls in all‐girls classes to girls in coeducational classes and responses of boys in all‐boys classes to boys in coeducational classes. Using the Mathematics Attitude Scale and the What Is Happening in This Class? questionnaire, we found no significant differences in student responses on any of the subscales or domains for any of the subgroups, except for Math as a Male Domain. Our findings indicate that student mathematics self‐concept and student perception of the classroom environment are similar regardless of whether students are in a single‐sex or a coeducational class.     

Perceptions of Mathematics and Gender

This study examined students’ perceptions about gender and the subject of mathematics, as well as gender and mathematics learning. Secondary school students and pre‐service elementary teachers were surveyed using the Mathematics as a Gendered Domain and Who and Mathematics instruments developed by Leder and Forgasz ( Leder, 2001 ). The data indicate that, similar to findings from the 1970s, students believe that mathematics is gender neutral, although females hold this belief more strongly than males. Female secondary school students hold beliefs in gender neutrality more strongly than female pre‐service teachers. Data for secondary school students indicate that both males and females see differences in the way boys and girls act and are treated in mathematics classes (e.g., boys cause more distractions while girls care more about doing well). The data also show that secondary school males who believe they are good mathematics students tend to have more gender‐neutral perceptions than those who believe they are average or below average. No such pattern appears for secondary school females.     

Can the Girls be Creeping up on the Boys?

The question is here probed as to whether boys or girls are the high achievers in mathematics examinations. Based on the evidence provided by the Annual High School Mathematics Competition, it was shown that boys were clearly the high achievers in the 1960's but that there may be a trend toward the girls creeping up on the boys.     

Understanding

The paper reports an investigation of gender-related effects in the Western Australian Calculus Tertiary Entrance Examinations for the period 1995–2000, three years before and three years after graphics calculators were introduced. Consideration is given to students' total examination scores, scores on questions grouped by curriculum component and students' actual use of graphics calculators on two questions from the year 2000 examination. Results show that over the six-year period the performance of girls—on the examination as a whole and in most curriculum components—was superior to that of boys at the lower end of the achievement scale, while boys recorded the best performance at the top end of the scale. The results are partially explained by the participation rate in calculus for girls being lower than that for boys. Where superior performance is recorded for girls it is frequently attributable to competence with analytic methods. Superior performance favouring boys typically occurred on questions where diagram played a role in the solution.     

An overview of the gender factor in mathematics in TIMSS-2003 for the Asia-Pacific region

This paper highlights the gender factor in the Trends in Mathematics and Science Study in 2003 (TIMSS-2003) of eight participating countries from the Asia-Pacific region: Chinese Taipei, Hong Kong-SAR, Indonesia, Japan, Republic of Korea, Malaysia, Singapore, and the Philippines (Chinese Taipei and Hong Kong-SAR will be referred to as countries in this paper.) in mathematics. The focus is on gender-related data encompassing the overall performance of students from the participating countries and their performance in the content and cognitive domains. At grade 8 level, the gender difference in the overall performance of students mirrored the international average and favored girls in all countries of the Asia-Pacific region (except in Japan and the Republic of Korea). The regional data also showed that, in general, the Philippines and Singapore can be considered to be at one extreme with gender differences favoring girls in both content and cognitive domains, and the Republic of Korea and to some extent Japan are at the other extreme with the gender differences favoring boys. At grade 4 level, girls from the Philippines and Singapore also performed better than the boys whereas the boys from Japan and Chinese Taipei did slightly better than the girls.     

Beliefs and Attitudes Toward Mathematics Among Third- and Fifth-Grade Students: A Descriptive Study

A survey on attitudes toward mathematics of third- and fifth-grade students enrolled in a large urban school district was conducted in the spring of 1994 as part of a review of the mathematics program. Student responses to survey items were analyzed with respect to gender and grade level. Although girls and boys were equally likely to indicate that they like mathematics, in both Grades 3 and 5, boys were more likely than girls to report being good at mathematics. This result has often been reported for older students but has rarely been explored in younger children. Some gender and grade differences were observed in students' attitudes towards the specific strands of mathematics. Both girls and boys in Grade 5 were more likely than students in Grade 3 to believe that mathematics was relevant to their lives. Virtually all children thought that both girls and boys needed to study mathematics. No gender or grade differences in students' beliefs regarding the process of learning mathematics were observed. The results support the need for further research to identify variables that influence the development of student perceptions and attitudes toward mathematics during elementary school.     

Gender Aspects of Participation,Support, and Success in a State Science Fair

This study of students competing in the 2009 Massachusetts State Science & Engineering Fair investigates the role gender played in students' participation, choice of science field, award of prizes, and mentioning inspiring teachers. Females made up 62% of the participants and were more likely to enter projects in biology and in earth/space/environmental sciences, whereas males were more heavily represented in engineering. Girls and boys were equally likely to receive an award. Nearly half of both the girls and the boys reported having an inspiring teacher, but this was not associated with greater student success. Furthermore, for girls, the gender of the inspiring teacher did not influence the chances of winning an award.