Student enrichment in mathematics: a case study with first year university students

ABSTRACT

This paper presents an enrichment case study to showcase a possible avenue for attending to the needs of academically strong mathematics students. We report on a group of university students who were presented with the opportunity of exploring a specific first year mathematics topic deeper, using an inquiry-based learning approach as part of an enrichment programme. Following the intervention, students completed a questionnaire and a few were interviewed to establish their experiences of the enrichment programme. We discuss the successes and pitfalls of the intervention and report on the impact it had on the participants.     

LDI学生成绩评价方法的构建——以精细化学品化学课程为例

根据我院化工专业精细化学品化学课程改革的实际，围绕以评促学、以评助教，构建了LDI学生课程成绩评价方法。该方法以教师和学生为评价主体，从3个环节（理论学习、课内实验、创新实践）、4个维度（课前自学、课堂学习、课内实验与创新实践、期末考试）入手，将评价内容分为多个项目来引导学生学习、实践，并全面考核学生的知识与能力。该法不仅能提高学生学习的主动性，还能潜移默化地培养学生的创新意识和团队精神。     

用于荧光光谱测定的微量固体粉末样品制样优化*

为满足微量固体粉末荧光检测要求,采用薄层制样法,改变黏结剂种类、黏结剂的用量、涂层厚度以及后处理方法来进行其制样工艺优化。 结果表明:以聚乙烯醇做黏结剂、1∶5的固液比、在50 ℃烘干30 min、涂片次数3层的薄层制样优化工艺可满足荧光固体测样的要求。采用t检验比较固体样品池装样和薄层制样法的荧光检测结果发现两者无显著性差异,薄层制样优化工艺的需样量较样品池减少90%。     

Mediterranean diet in a Sicilian student population. Second part: breakfast and its nutritional profile

Abstract

Breakfast habits affect the nutritional status and health of people, in particular children and adolescents. This is the second part a previous study about the adherence to the Mediterranean diet in a Sicilian (Italy) student population. The investigation analysed both normal weight and overweight subjects in order to understand how eating habits, number of meals and daily calorie intakes could affect their body mass indexes (BMI). The aim of this second part was to analyse the breakfast nutritional profiles of this student population. The results highlighted that breakfast was regularly consumed by a percentage ranging from a maximum of 84% (in normal subjects) to a minimum value of 57.4% (in overweight/obese students). Milk, yoghurt, sugar, bread/rusk and tea contributed as main foods to the breakfast composition. The results highlighted that subjects who consumed breakfast showed lower BMI values with significant differences between normal and overweight/obese students.     

大学物理教学改革实践浅析——“问题导向”式学习的意义及应用

针对当前我国高校大学物理教学中存在诸多问题的现状,提出"问题导向"式教学的解决途径."问题导向"学习中"教"与"学"的方式有较大跨度的转变,它以学生为中心,以问题为导向,其中问题的设置环节对师生良好互动的实现至关重要.文章就振动内容问题的设计和提出进行简单应用尝试,以期为后续大学物理教学改革的持续进行提供帮助.     

一种实用的ICAI学生模型

提出了一种实用的学生模型化方法。采用模糊测度和与之相应的网络传播算法,能准确描述学生的认知状态、学习能力和学习愿望,应用延迟计算技术,大大降低了模型的复杂度。     

Flip or flop? Students’ perspectives of a flipped lecture in mathematics

This paper describes students’ perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through engagement with the added hope of instilling some passion for the subject. During the lecture, students were asked to vote with their feet, literally moving around the lecture theatre to form groups according to their shared favourite technique for calculating matrix determinants. Group discussions were then followed by a whole class debate facilitated by the lecturers, before they wrapped up the lecture by resolving the professional disagreements that had come to light during the debate. Following the lecture, data on student perspectives was gathered using both surveys and focus groups. Within this paper, we share the data and reveal the interesting results that emerged from our analysis. Despite remaining unconvinced as to whether flipped lectures are better for learning, students reported greater engagement and increased understanding of the material covered.     

Students as toolmakers: refining the results in the accuracy and precision of a trigonometric activity

Smartphones used as tools provide opportunities for the teaching of the concepts of accuracy and precision and the mathematical concept of arctan. The accuracy and precision of a trigonometric experiment using entirely mechanical tools is compared to one using electronic tools, such as a smartphone clinometer application and a laser pointer. This research has demonstrated how two classroom activities based on tool-making can enhance student measurement and application of accuracy and precision considerations through a trigonometric activity investigating arctan.     

Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a professional development program, Learning to Use Formative Assessment in Mathematics with the Assessment Work Sample Method (AWSM) to build middle school math teachers' understanding of the characteristics of high‐quality formative assessment processes and increases their ability to use them in their classrooms. AWSM proved to be feasible to implement in the middle school setting. It improved teachers' practice of formative assessment, especially in their feedback practices, regardless of their pedagogical content knowledge at entry. Results from focus groups suggested that teachers were better able to implement ungraded practice and student self‐ and peer‐assessment after AWSM, and that students were more willing to engage in complex problem solving.     

Modification and validation of the mixed-format Engineering Concept Assessment for middle school students using many-facet Rasch measurement

Integrating engineering into the K-12 science curriculum continues to be a focus in national reform efforts in science education. Although there is an increasing interest in research in and practice of integrating engineering in K-12 science education, to date only a few studies have focused on the development of an assessment tool to measure students’ understanding of engineering design. Most of the existing measures focus only on knowledge and understanding of engineering design concepts using multiple-choice items with the exception of the mixed-format Engineering Concept Assessment (ECA). Also, advanced measurement models are lacking application in the testing of such mixed-format assessments in science education. This study applied many-faceted Rasch measurement to the modified ECA for eighth-grade (ECA/M8) and a newly constructed rubric applied by five judges across 497 eighth-grade students’ responses after experiencing an integrated learning unit on the engineering design process. The results supported the fit of the items and rubric rating scales to the Rasch specifications. Recommendations are made for item wording, and further reliability and validity testing of the ECA/M8, and use of the ECA/M8 in science education and research.