Challenging Students to View the Concept of Area in Triangles in a Broad Context: Exploiting the Features of Cabri-II

This study focuses on the constructions in terms of area and perimeter in equivalent triangles developed by students aged 12–15 years-old, using the tools provided by Cabri-Geometry II [Labore (1990). Cabri-Geometry (software), Université de Grenoble]. Twenty-five students participated in a learning experiment where they were asked to construct: (a) pairs of equivalent triangles “in as many ways as possible” and to study their area and their perimeter using any of the tools provided and (b) “any possible sequence of modifications of an original triangle into other equivalent ones”. As regards the concept of area and in contrast to a paper and pencil environment, Cabri provided students with different and potential opportunities in terms of: (a) means of construction, (b) control, (c) variety of representations and (d) linking representations, by exploiting its capability for continuous modifications. By exploiting these opportunities in the context of the given open tasks, students were helped by the tools provided to develop a broader view of the concept of area than the typical view they would construct in a typical paper and pencil environment.     

研究生数学建模教学方法分析

面向研究生开设数学建模课程,可以提高研究生的培养质量,增强研究生开展高水平科研工作的能力．为了实现这些目标,数学建模教学需要兼顾基础方法的介绍和提供足够的深度、广度．本文主要介绍我们对研究生数学建模教学思路的一些认识,并给出了两个教学案例．     

Jack van Lint (1932-2004): A survey of his scientific work

When Jack van Lint was appointed as full professor at the Eindhoven University of Technology at the age of 26 he combined a PhD in number theory with a very open scientific mind. It took a sabbatical visit to Bell Laboratories in 1966 to make him understand that a new and fascinating field of applied mathematics was emerging: discrete mathematics. It fascinated and inspired him for the rest of his life. When he passed away on September 28, 2004, he left behind a legacy of 18 books and 177 articles, covering many aspects of coding theory, combinatorics, and finite geometry.van Lint was also a strong international advocate of the role that discrete mathematics ought to play in modern applied mathematics curricula. Quite a few departments sought his advice. Years later, four different universities showed their appreciation by awarding him an honorary degree.This overview is an homage to van Lint's academic achievements and can serve as an introduction to his work for younger generations.     

An “Instrumental Approach” to Study the Integration of a Computer Tool Into Mathematics Teaching: the Case of Spreadsheets

This article reports on research focused on the integration of a specific computer tool, the spreadsheet, into mathematics teaching. After presenting some important results obtained by research in this area, we revisit these in the light of an instrumental approach, which we perceive as essential to analyse the construction of mathematical meanings in spreadsheet environments and to understand better the questions of technological integration. Then, these theoretical elements are used in order to design an exploratory experiment with grade 7 pupils and analyse its results.     

面向创新教育的经济数学建模教学研究

本文较深刻地分析了经济数学建模教学在高校人才培养中的作用；明确了经济数学建模教学是经济数学课程教学改革的突破口、切入点；同时，对如何开展经济数学建模教学提出了建议．     

我国东西部高等教育布局结构研究

关于我国东西部高等教育布局均衡性问题,目前国内的研究观点和结论大相径庭,研究方法各不相同.一种观点认为,东西部高等教育无论从规模还是从质量上都有相当大的差距;另一种观点认为,在某种意义下,高等教育并不存在东西部分布的不均衡.本文针对我国高等学校地理(空间)布局的不平衡问题及目前研究方法的缺陷,采用国际上通用的衡量分布不平衡的G IN I模型,对基本衡量指标作相对化处理,分析了东西部高等教育的差异及变化趋势;提出西部高等教育发展的对策及建议.     

灰色滞后DEA模型及其在江苏高校创业教育服务效率评价中的应用

实际生产活动中,投入带来的产出效应往往不是"立竿见影",一般具有时间延迟特征.考虑各种投入和产出对于整个生产活动的贡献大小不同,用灰色关联分析方法对投入产出进行权重设计,建立滞后灰色DEA模型.对36个江苏省高校创业教育服务效率进行实证测算,发现创业教育服务效率整体偏低且差异明显.结合定性分析,剖析了高校的创业教育服务质量存在问题与原因,并提出了提升高校创业教育服务效率和水平的政策建议.     

Adults’ Perceptions of Children's Science Abilities and Interest After Participating in a Family Science Night

The goal of this research was to examine adults’ and children's perceptions of participating in a family science night event, especially in the context of parental belief about children's science abilities. Family science nights are becoming increasingly popular and are used in a wide range of settings. During family science nights, adults and students jointly engaged in a variety of science activities. Results revealed that adults, 90% of whom were parents of attending students, reported learning more about children's interests and abilities in science. Students also agreed that that the adults had learned more about their abilities and interests. Personal characteristics of adults and children, such as gender and ethnicity, were not found to have any relationship to ratings.     

Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM‐specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre‐post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional‐route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.     

Student Perceptions of a Summer Ventures in Science and Mathematics Camp Experience

“As the world becomes increasingly technological, the value of (the ideas and skills of its population) will be determined in no small measure by the effectiveness of science, technology, engineering, and mathematics (STEM) education in the United States” and “STEM education will determine whether the United States will remain a leader among nations and whether we will be able to solve immense challenges in such areas as energy, health, environmental protection, and national security” (President's Council of Advisors on Science and Technology, 2010, p. vii). Research on the effectiveness of STEM‐focused school and other learning experiences (e.g., short‐term camps) on student attitudes and performance outcomes is sparse. In this study, we documented the influence of an intensive STEM summer program on high school students’ attitudes toward STEM concepts and interests in STEM careers. Attending the summer program was associated with gains on students’ attitudes toward some aspects of STEM as well as specific career interests. Notably, students reported statistically significant views of important aspects of STEM and their attitudes toward science and mathematics were more positive than their attitudes about engineering and technology.