SPOC模式下无机与分析化学课程教学实践

以无机与分析化学课程教学为例,探讨了SPOC混合教学模式下提高学生知识与能力的有效途径。在该课程教学中的应用和考核评价中,采用课堂教学与在线自主学习相结合的教学方式,实现了以能力培养为目标的本科教育模式的"三个转变":(1)以教为主向以学为主的转变;(2)以课堂教学为主向课内课外结合为主的转变;(3)以结果评价为主向以结果与过程评价相结合为主的转变。有效地提高了教学质量,突出地解决了目前高等院校本科教育模式面临的学生学习主动性差、参与度少的问题。     

Inspecting the foundations of claims about cognitive demand and student learning: A citation analysis of Stein and Lane (1996)

Educational research communities bear responsibility for establishing a substantial body of evidence to support claims that drive the field. For example, one commonly accepted claim is that there is a relationship between the cognitive demand of mathematical task enactments and students’ learning. One study that is often cited in association with this claim is Stein and Lane (1996), and in 44% of those citations, Stein and Lane (1996) is the sole reference. Citation analysis reveals that many of these claims go beyond the warrants provided by the Stein and Lane study, either by granting more confidence in the relationship than the study design allows or by phrasing the claim as a causal relationship between cognitive demand and student learning. A few other studies are occasionally cited in conjunction with Stein and Lane (1996) and are summarized in this article, but there remains a need for replication studies to provide better empirical support for claims about cognitive demand and student learning and to refine our shared understanding.     

Design-based research principles for successful peer tutoring on social media

ABSTRACT

Social media platforms such as WhatsApp are increasingly used in formal education settings. However, there is little research to guide educators on how to set up effective peer tutoring groups on social media platforms, particularly between tutors and tutees who rarely meet face-to-face. In the context of a WhatsApp mathematics tutoring project, we present evidence-based principles to guide the establishment and operation of peer tutoring groups on a social media platform. The development of the principles followed a design-based research framework, based on theories about peer learning, participation barriers to social media use in a low socio-economic setting, and input from participants, who were high school students and university students in Cape Town, South Africa. The refined principles provide guidance for others in similar settings who aim to use tutoring groups on a social media platform to achieve education goals.     

On the LIL for Self-Normalized Sums of IID Random Variables

Let be i.i.d. random variables and let, for each and . It is shown that a.s. whenever the sequence of self-normalized sums S _n /V _n is stochastically bounded, and that this limsup is a.s. positive if, in addition, X is in the Feller class. It is also shown that, for X in the Feller class, the sequence of self-normalized sums is stochastically bounded if and only if      

用多种统计分析方法检验评价学生成绩与考试制度

余力．用多种统计分析方法检验评价学生成绩与考试制度．本文综合运用多元ＨｏｔｅｌｉｎｇＴ２检验方法和一元ｔ检验方法,对某校两组学生的学习成绩进行对比分析、评价。实例分析表明,“取消补考,完善重修制度”这一考试制度的改革方案是合理的,行之有效的,同时也是切实可行的。本文也初步尝试了处理病态数据的方法     

Using Productive Disposition to Differentiate Between Students' Level of Precision When Critiquing a Peer's Work

This study examined the productive disposition of pre‐algebra students who demonstrated similar knowledge of the focal content but varied in other academic behaviors expected in the Common Core State Standards for Mathematics (CCSSM). Specifically, the study considered students' attention to precision when critiquing a peer's work. The comprehensive definition of productive disposition used included task values (interest, utility), an ability belief (efficacy), three personal achievement goals, and negative emotions. As hypothesized, the 61 students who provided a more precise critique reported higher productive disposition (in particular, significantly higher mastery‐approach personal achievement goals and less frequent negative emotions) than the 79 students who provided a basic critique. These findings illustrate how productive disposition can inform assessments of mathematical competence within the CCSSM recently implemented across the United States.     

Fair and efficient student placement with couples

We study situations of allocating positions to students based on priorities. An example is the assignment of medical students to hospital residencies on the basis of entrance exams. For markets without couples, e.g., for undergraduate student placement, acyclicity is a necessary and sufficient condition for the existence of a fair and efficient placement mechanism (Ergin in Econometrica 70:2489–2497, 2002). We show that in the presence of couples acyclicity is still necessary, but not sufficient. A second necessary condition is priority-togetherness of couples. A priority structure that satisfies both necessary conditions is called pt-acyclic. For student placement problems where all quotas are equal to one we characterize pt-acyclicity and show that it is a sufficient condition for the existence of a fair and efficient placement mechanism. If in addition to pt-acyclicity we require reallocation- and vacancy-fairness for couples, the so-called dictator- bidictator placement mechanism is the unique fair and efficient placement mechanism. Finally, for general student placement problems, we show that pt-acyclicity may not be sufficient for the existence of a fair and efficient placement mechanism. We identify a sufficient condition such that the so-called sequential placement mechanism produces a fair and efficient allocation.      

基于最大满意度的研究生录取问题

采用了模糊数学的知识和优化方法讨论解决了研究生的录取问题.首先对相关数据进行了合理的量化,然后定义了导师与学生之间的相互满意度,建立了择优录取和双向选择的优化模型,通过求解得到了理想的结果.     

An exploratory study on student understandings of derivatives in real-world,non-kinematics contexts

Much research on calculus students’ understanding of applied derivatives has been done in kinematics-based contexts (i.e. position, velocity, acceleration). However, given the wide range of applications in science and engineering that are not based on kinematics, nor even explicitly on time, it is important to know how students understand applied derivatives in non-kinematics contexts. In this study, interviews with six students and surveys with 38 students were used to explore students’ “ways of understanding” and “ways of thinking” regarding applied, non-kinematics derivatives. In particular, six categories of ways of understanding emerged from the data as having been shared by a substantial portion of the students in this study: (1) covariation, (2) invoking time, (3) other symbols as constants, (4) other symbols as implicit functions, (5) implicit differentiation, and (6) output values as amounts instead of rates of change.     

Analyzing connections between teacher and student topic-specific knowledge of lower secondary mathematics

The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on the division of fractions. The survey consisted of multiple-choice items measuring teachers’ knowledge of facts and procedures, knowledge of concepts and connections, and knowledge of models and generalizations. Teachers were also interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. After teaching the topic on the division of fractions, two groups of 6th-grade students of the participating teachers were tested using similar items measuring students’ topic-specific knowledge at the level of procedures, concepts, and generalizations. The cross-case examination using meaning coding and linguistic analysis revealed topic-specific connections between teacher and student knowledge of fraction division. Results of the study suggest that students’ knowledge could be associated with the teacher knowledge in the context of topic-specific teaching and learning of mathematics at the lower secondary school.