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Classroom teachers need a well‐developed deep understanding of fractions and pedagogic practices so they can provide meaningful experiences for students to explore and construct ideas about fractions. This study sought to examine prospective elementary teachers' understandings of fraction by focusing specifically on their use of fractions meanings and interpretations. Results indicated that prospective elementary teachers bring with them to their final methods course a limited understanding of fractions and that experiences in methods courses resulted only in minor improvement of those limited understandings. The limited part‐whole understanding of fractions that prospective elementary teachers entered the course with was resilient. The implications of this study suggest a need for prospective elementary teachers to continue to develop their conceptual understanding of fractions and for changes to the content and instructional strategies of mathematics content courses designed for prospective elementary teachers. 相似文献
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There is a vast body of literature on the causes, prevalence, implications, and issues of vocal dysfunction in teachers. However, the educational effect of teacher vocal impairment is largely unknown. The purpose of this study was to investigate the effect of impaired voice quality on children's processing of spoken language. One hundred and seven children (age range, 9.2 to 10.6, mean 9.8, SD 3.76 months) listened to three video passages, one read in a control voice, one in a mild dysphonic voice, and one in a severe dysphonic voice. After each video passage, children were asked to answer six questions, with multiple-choice answers. The results indicated that children's perceptions of speech across the three voice qualities differed, regardless of gender, IQ, and school attended. Performance in the control voice passages was better than performance in the mild and severe dysphonic voice passages. No difference was found between performance in the mild and severe dysphonic voice passages, highlighting that any form of vocal impairment is detrimental to children's speech processing and is therefore likely to have a negative educational effect. These findings, in light of the high rate of vocal dysfunction in teachers, further support the implementation of specific voice care education for those in the teaching profession. 相似文献
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叶良驷 《宁波大学学报(理工版)》1993,(2)
以宁波大学为实例,在《大学生体育合格标准》的试行后通过对大学生心理、生理和能力等方面进行综合分析以及通过随机抽样、问卷表调查、座谈会等办法对各种数据(包括达标成绩、身体素质、形态机能、学习成绩)运用均数,标准差等统计方法进行分析处理,结果表明,实施《标准》既必要,也可行.在高校实施《大学生体育合格标准》的条件已基本具备,大学生对《标准》的各项要求是有承受能力的. 相似文献
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The 23Na NMR lineshapes are reported for the ionic mesophase and isotropic phase of the melts of sodium n-butyrate and sodium isovalerate. The powder pattern for the central transition typical for the second-order quadrupole effect observed in the mesophase melts is of particular interest. Some analogies to 23Na behavior in sodium β-alumina are pointed out. 相似文献
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The rα structures (corrected for harmonic vibrations) of thiophene and furan have been determined from the proton magnetic resonance spectra of oriented molecules including 13C-satellites at natural abundance. Carbon-carbon, carbon-hydrogen and hydrogen-hydrogen internuclear distance ratios are compared with earlier NMR and MW 'results. The importance of vibration corrections is demonstrated. 相似文献
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At the meeting of the joint Bologna Declaration, EU representatives agreed on the establishment of a common European Higher Education Area by 2010. Since then, several universities have implemented pilot projects, although no formal research has been carried out to analyse their results. In this study, we analysed one of these pilot-projects with two objectives. First, we examined the performance of the new system as compared to that of the traditional system. We used a procedure based on a modified model of Data Envelopment Analysis that is able to distinguish students’ efficiency (managerial efficiency) from efficiency based on the educational programme used (programme efficiency). Then we analysed whether the different systems perform differently for different types of students. 相似文献
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The purpose of this paper is to further the notion of defining as a mathematical activity by elaborating a framework that structures the role of defining in student progress from informal to more formal ways of reasoning. The framework is the result of a retrospective account of a significant learning experience that occurred in an undergraduate geometry course. The framework integrates the instructional design theory of Realistic Mathematics Education (RME) and distinctions between concept image and concept definition and offers other researchers and instructional designers a structured way to analyze or plan for the role of defining in students’ mathematical progress. 相似文献
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