The Effects of Self-Regulation,Motivation, Anxiety,and Attributions on Mathematics Achievement for Fifth and Sixth Grade Students

For this quantitative study, a total of n = 761 students (58.1% female) from selected fifth- and sixth-grade mathematics classrooms in Alabama were surveyed in order to investigate the relationships between self-regulated learning, motivation, anxiety, attributions and achievement in mathematics. Data analyses revealed that significant contributions are made by motivation and anxiety on both test score and mathematics grade for fifth grade students. Specific factors (e.g., self-efficacy, worry, other, and failure) were related to academic performance while failure attribution was significantly related to mathematics grade. As for sixth grade students, data analyses showed relationships exist between motivation, anxiety and academic performance with specific factors (i.e., self-efficacy, intrinsic value, and worry) significantly predicting both test score and mathematics grade for sixth graders. The findings underlie the importance of motivation and anxiety for students and how these constructs interact to facilitate self-regulation over the course of developing expertise in a domain, such as mathematics.     

第六届全国大学生数学竞赛预赛一道题的推广

对第六届全国大学生数学竞赛预赛(非数学类)的一道竞赛题进行了推广,探索了高维和高阶形式下的积分与积分定义差值的无穷小的运算性质.     

Teaching and Learning Number Sense: One Successful Process‐Oriented Activity With Sixth Grade Students in Taiwan

The aim of this article was to (a) describe how a teacher helped his students develop fractional number sense through a process‐oriented activity, and (b) illustrate how a teacher included a worthwhile, interesting, and challenging mathematics question in his class to create a good learning environment for children. The results indicate that students' fractional number sense can be promoted through a process‐oriented activity, effective teaching, and good learning environment. It also illustrates how teachers can help children promote their understanding of number sense from a pictorial representation to a symbolic representation.     

Teaching and Learning Number Sense: One Successful Process‐Oriented Activity With Sixth Grade Students in Taiwan

The aim of this article was to (a) describe how a teacher helped his students develop fractional number sense through a process‐oriented activity, and (b) illustrate how a teacher included a worthwhile, interesting, and challenging mathematics question in his class to create a good learning environment for children. The results indicate that students' fractional number sense can be promoted through a process‐oriented activity, effective teaching, and good learning environment. It also illustrates how teachers can help children promote their understanding of number sense from a pictorial representation to a symbolic representation.     

浅谈来华留学生的大学数学课程教学

根据多年来对来华留学医学生的高等数学教学,发现其与本国大学生高等数学教学有很大的不同.试图以大学数学课堂教学为例,以点带面,谈谈来华留学生的教学问题和解决办法.     

A Comparison of Calculator Use in Eighth‐Grade Mathematics Classrooms in the United States,Japan, and Portugal: Results From the Third International Mathematics and Science Study

The study used data from the Third International Mathematics and Science Study to determine trends in calculator use among Population 2 (13‐year‐olds) students in Japan, the United States, and Portugal. While relatively high levels of calculator use were observed for the US and Portugal, virtually no calculator use was found for the Japanese sample. Hierarchical Linear Model analysis determined a statistically significant negative relationship between students' frequency of calculator use and student performance in Japan; no statistically significant relationship was detected for the US and Portuguese samples. US student achievement was positively associated with each of the five reported ways in which calculators are used; however, a statistically significant negative relationship was found between student performance and Japanese students' use of calculators on tests. Plausible explanations are explored.     

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.     

大学数学学生成绩的动态评价模式初探

大学数学学生成绩如何评价 ,历来是大学数学教改中的热门话题 .本文通过对现行考试模式的特点和存在问题的分析 ,结合当前大学数学教育所面临新形势和其本身的特点 ,有针对性地提出了建立新评价模式的指导思想 ,探讨了新评价模式的具体架构和实施方式     

A Gelfand-Phillips Property with Respect to the Weak Topology

We consider a Gelfand-Phillips type property for the weak topology. The main results that we obtain are (1) for certain Banach spaces, E^?_? F inherits this property from E and F, and (2) the spaces L^p(μ, E) have this property when E does. A subset A of a Banach space E is a limited set if every (bounded linear) operator T:E → c₀ maps A onto a relatively compact subset of c₀. The Banach space E has the Gelfand-Phillips property if every limited set is relatively compact. In this note, we study the analogous notions set in the weak topology. Thus we say that A ? E is a Grothendieck set if every T: E → c₀ maps A onto a relatively weakly compact set; and E is said to have the weak type GP property if every Grothendieck set in E is relatively weakly compact. In the papers [3, 4 and 6], it is shown among other results that the ?-tensor product E and the spaces L^p(μ, E) inherit the Gelfand-Phillips property from E and F. In this paper, we study the same questions for the weak type GP property. It is easily verified that continuous linear images of Grothendieck sets are Grothendieck and that the weak type GP property is inherited by subspaces. Among the spaces with the weak type GP property one easily finds the separable spaces, and more generally, spaces with a weak* sequentially compact dual ball. Also, C(K) spaces where K is (DCSC) are weak type GP (see [3] and the discussion before Corollary 4 below). A Grothendieck space (a Banach space whose unit ball is a Grothendieck set) has the weak type GP if and only if it is reflexive.     

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.     

基于LMDI的中国碳排放影响因素分解研究

在对中国2000-2012年不同产业部门、不同能源消费类型的碳排放量进行估算的基础上,利用Kaya恒等式改进模型结合LMDI分解法对中国碳排放量的影响因素进行分解分析.结果显示:经济产出水平、能源结构和人口规模对碳排放的影响是正向的,能源强度和产业结构对碳排放量的影响是负向的.最后提出节能减排的对策建议.     

A Study of STEM Assessments in Engineering,Science, and Mathematics for Elementary and Middle School Students

The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing student learning in science, technology, engineering, and mathematics (STEM)‐related areas in grades 4–8 through an engineering design‐based, integrated approach to STEM instruction and assessment. The fact that the assessments are available to school districts at no cost, and represent psychometrically sound instruments that are sensitive to STEM‐oriented curriculum, offers schools an important tool for gauging students' understanding of engineering, science, and mathematics concepts.     

The Effects of a Teacher In‐Service on Low‐Achieving Grade 7 and 8 Mathematics Students

Previous research (e.g., Woodward & Baxter, 1997 ) found that Standards‐based mathematics teaching provides marginal or no benefits for low achievers, in contrast with positive effects for middle and high ability students. A randomized quasi‐experiment in 52 Canadian schools found that low achieving grade 7 and 8 students who received support consisting of placement on a learning continuum, instruction focused on their specific learning needs, and concrete materials to represent mathematical constructs, benefited from teaching that emphasized construction over transmission of knowledge. Treatment students showed small but statistically significant improvements over controls in student achievement, and controversially, in mathematical beliefs, and attitudes. The latter finding raised issues of the appropriate balance between Type I and Type II error in educational research.