Examination of the 8th grade students' TIMSS mathematics success in terms of different variables1

The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students studying in the same city in Turkey participated in this study. In this study, a 45 question test that was made up by choosing TIMSS 2011 mathematics questionnaire was used as a data collection tool. Quantitative data analysis methods were used in the data analysis, frequency, percentage, average, standard deviation, independent sample test, one-way analysis of variance and post-hoc tests were applied to data by using SPSS packaged software. At the end of the study, it was determined that the school type, mathematics school mark, parents' education level and cognitive domains influenced the students' TIMSS mathematics success but their gender was a neutral element. Moreover, it was seen that schools which are really successful in national exams are more successful in TIMSS exam; students whose mathematics school marks are 5 and whose parents graduated from university are more successful in TIMSS exams than others.     

Development of a mathematical ability test: a validity and reliability study

The identification of talented students accurately at an early age and the adaptation of the education provided to the students depending on their abilities are of great importance for the future of the countries. In this regard, this study aims to develop a mathematical ability test for the identification of the mathematical abilities of students and the determination of the relationships between the structure of abilities and these structures. Furthermore, this study adopts test development processes. A structure consisting of the factors of quantitative ability, causal ability, inductive/deductive reasoning ability, qualitative ability and spatial ability has been obtained following this study. The fit indices of the finalized version of the mathematical ability test of 24 items indicate the suitability of the test.     

Middle school students’ proportional reasoning in real life contexts in the domain of geometry and measurement

The purpose of this study was to examine middle school students’ proportional reasoning, solution strategies and difficulties in real life contexts in the domain of geometry and measurement. The underlying reasons of the difficulties were investigated as well. Mixed research design was adopted for the aims of the study by collecting data through an achievement test from 935 sixth, seventh and eighth grade students. The achievement test included real life problems that required proportional reasoning, and were related to the measurement of length, perimeter, area and volume concepts. In addition, task-based interviews were conducted on 12 of these students to collect more comprehensive data and to support the findings of the achievement test. Findings revealed that although students were mostly successful in giving correct answers, their reasoning lacked a clear argument of the direct and indirect proportional relationships between the variables and that they approached the problems by superficial characteristics of the problems.     

关于高等数学课程分层次教学的实践与思考

高等数学在高校课程体系中具有十分重要的地位．在高等教育进入大众化教育阶段的背景下,本文介绍了我校高等数学课程分层次教学的改革实践与经验,阐述了该教学模式对提高学生的数学素质和对教学质量的作用,同时也指出了存在的主要问题．     

听障群体成人依恋与社会问题解决的实证研究——以自我概念清晰度为中介

研究以确定自我概念清晰度在成人依恋和社会问题解决之间的作用为出发点,探讨三者之间的关系.通过问卷法,从全国三所特殊教育高校共选取380名听障生为研究对象,用层级回归对听障生的成人依恋、社会问题解决和自我概念清晰度三个变量之间的关系进行探讨并拟合因果关系模型.研究结果表明,依恋回避与社会问题解决五个维度和自我概念清晰度都有显著相关,而依恋焦虑只与非功能型社会问题解决倾向相关.自我概念清晰度在成人依恋和非功能型社会问题解决之间中介作用显著,而在成人依恋和功能型社会问题解决之间没有中介作用.     

不同个性学生的培养及与微量元素的关系

根据美国ＤＩＳＣ模型理论，将学生将为４种不同个性类型，并从引导方式和微量元素角度分别讨论了对它们的培养问题。     

高等本科院校学生数学建模能力的调查与分析

培养学生数学建模能力是数学教育界共同关注的热点问题.只有了解学生的现状才能做到有的放矢,提出有效的提升方法.本文通过问卷调查,收集数据,进行统计分析存在问题的原因,目的是了解学生的建模能力和其问题的根源,为下一步纠正问题,对症下药以及提出解决的方法准备理论基础.通过调查发现,高等本科院校的学生数学建模能力总体水平不高,学校对此的宣传度和重视度不足.本文在分析研究调查结果的基础上,提出对高等本科院校培养学生建模能力的几点启示.     

Leveraging interdiscursivity to support elementary students in bridging the empirical-deductive gap: the case of parity

Research has recognized deductive reasoning as challenging but not impossible for young mathematics learners. In this paper, we present a learning environment developed to assist elementary-school students to bridge the empirical-deductive gap in the context of parity of numbers. Using the commognitive framework, we construe the empirical-deductive gap as part of a broader divide between two discourses that abide by different rules of a “mathematical game”: a discourse on specific numbers and a discourse on numeric patterns. Interdiscursivity is leveraged as a mechanism for instructional design, where students’ familiar routines with specific numbers are teased out and advanced to make sense in the new discourse. We mobilize this mechanism to create opportunities for students to play an active role in recognizing issues with empirical reasoning and generating deductive arguments to establish the validity of universal statements. The environment is illustrated with a small group of 8-year-olds who learned to justify deductively that “odd + odd = even”.     

再谈化学教育硕士研究生培养问题

本文结合实践体验对教育硕士专业学位(学科教学•化学)研究生培养工作的基点和重点及修订培养方案等问题进行了研讨。     

适应创新教育的“3＋1”大学物理实验教学模式的探索与实践

分析了我校大学物理实验教学现状和民族院校学生特点,提出了针对不同层次、不同专业学生的＂3＋1＂大学物理实验教学模式,在实验教学中注重创新教育,培养学生科学实践能力和科技创新精神。