排序方式: 共有67条查询结果,搜索用时 15 毫秒
31.
32.
Deborah King Cristina Varsavsky Shaun Belward Kelly Matthews 《International Journal of Mathematical Education in Science & Technology》2017,48(8):S67-S80
ABSTRACTThe purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these outcomes, their own assessment of improvement during the programme and their confidence in applying these outcomes. Overall, the findings reveal a pattern of high levels of students’ agreement that these outcomes are important, but evidence a startling gap when compared to students’ perceptions of the extent to which many of these – communication, writing, teamwork and ethical thinking – are actually included and assessed in the curriculum, and their confidence in using such learning. 相似文献
33.
结合浙江工业大学本科生生产实习的现状,首先论述了目前本科生生产实习存在的问题,并以浙江工业大学材料科学与工程学院为试点,提出了以"两制四化"人才培养模式为多元化内容的生产实习实践形式。改革与实践的具体内容涉及:在以书院制为构建框架、以"导师制"为举措,建立与专业特色相契合的生产实习基地的基础上,以小班化的单位、根据个性化的生产实习要求,结合复合化与国际化的改革思路,建立的新型生产实习模式以及学生管理模式和评分模式的改革。经过3年的探索和实践表明,本科生生产实习改革的实施,取得了很好的效果。 相似文献
34.
35.
36.
《Green Chemistry Letters and Reviews》2013,6(2):39-42
ABSTRACTAn experiment is described for the undergraduate organic chemistry lab which compares microwave-induced organic reaction enhancement (MORE) to that of more traditional synthetic procedures. MORE and traditional reflux procedures for substituting thiocyanate, ethylamine and diethylamine nucleophiles for bromide in nucleophilic aromatic substitution reactions on 1-bromo-2,4-dinitrobenzene are given. Recrystallization affords products of sufficient purity for characterization by 13C NMR, mass spectrometry and melting point. As students compare the two synthetic methods, MORE procedures are consistently observed to be quicker, easier, greener and result in higher yields. Student instructions, instructor notes and example NMR and mass spectra obtained by students are provided in Supplemental material. 相似文献
37.
Karen Allen Keene 《The Journal of Mathematical Behavior》2007,26(3):230-246
Students incorporate and use the implicit and explicit parameter time to support their mathematical reasoning and deepen their understandings as they participate in a differential equations class during instruction on solutions to systems of differential equations. Therefore, dynamic reasoning is defined as developing and using conceptualizations about time as a parameter that implicitly or explicitly coordinates with other quantities to understand and solve problems. Students participate in the following types of mathematical activity related to dynamic reasoning: making time an explicit quantity, using the metaphor of time as “unidimensional space”, using time to reason both quantitatively and qualitatively, using three-dimensional visualization of time related functions, fusing context and representation of time related functions, and using the fictive motion metaphor for function. The purpose of this article is to present a characterization of dynamic reasoning and promote more explicit attention to this type of reasoning by teachers in K-16 mathematics in order to improve student understanding in time related areas of mathematics. 相似文献
38.
Conceptual blending describes how humans condense information, combining it in novel ways. The blending process may create global insight or new detailed connections, but it may also result in a loss of information, causing confusion. In this paper, we describe the proof writing process of a group of four students in a university geometry course proving a statement of the form conditional implies conditional, i.e., (p → q) ⇒ (r → s). We use blending theory to provide insight into three diverse questions relevant for proof writing: (1) Where do key ideas for proofs come from?, (2) How do students structure their proofs and combine those structures with their more intuitive ideas?, and (3) How are students reasoning when they fail to keep track of the implication structure of the statements that they are using? We also use blending theory to describe the evolution of the students’ proof writing process through four episodes each described by a primary blend. 相似文献
39.
An important aspect of participation in a new academic discourse pertains to the metadiscursive rules which govern that discourse. Researchers have documented the viability of using primary sources in undergraduate mathematics education for scaffolding students’ recognition of those rules. Our research explores the related question of whether the use of primary sources can support students’ learning of metadiscursive rules in a way that goes beyond mere recognition. We present a case study of one student’s “figuring out” of metadiscursive rules in a university Analysis course as a result of her experience with a Primary Source Project, illustrate evidence for three dimensions of “figuring out” (adoption, acceptance, awareness) that emerged from that case study, and discuss the implications of our findings for classroom instruction and future research. 相似文献
40.
Researchers are currently investigating how calculus students understand the basic concepts of first-year calculus, including the integral. However, much is still unknown regarding the cognitive resources (i.e., stable cognitive units that can be accessed by an individual) that students hold and draw on when thinking about the integral. This paper presents cognitive resources of the integral that a sample of experienced calculus students drew on while working on pure mathematics and applied physics problems. This research provides evidence that students hold a variety of productive cognitive resources that can be employed in problem solving, though some of the resources prove more productive than others, depending on the context. In particular, conceptualizations of the integral as an addition over many pieces seem especially useful in multivariate and physics contexts. 相似文献