Use of Spectroscopic Representations in Student‐Generated Atomic Models

Abstract

The goal of this paper is to illustrate college students' levels of sophistication of their spectroscopic representations (SRs). For example, a photon is drawn as a wavy line, which might be used to enhance their atomic models (AMs). Study 1 was a quantitative study in which 70 students, enrolled in first semester general chemistry, drew or described their own model of the atom. Despite the fact that they had just completed a unit on atomic structure, only 30.6% of these students were classified as having a good understanding of the Bohr AM. Most of these students, 93.8%, incorporated SRs into their models. Conversely, only 41.2% of those who had a moderate AM understanding and only 5% of those with a poor AM understanding used SR in their AMs. Study 2 was a qualitative study in which 10 volunteers, enrolled in the same course but during a different semester, interacted with a multimedia instructional package and with a tutor. Interviews with two students were selected for in‐depth analyses. Each one enhanced their own AM by adding dynamic SR to their original AMs.     

Recursive and explicit rules: How can we build student algebraic understanding?

Differing perspectives have been offered about student use of recursive and explicit rules. These include: (a) promoting the use of explicit rules over the use of recursive rules, and (b) encouraging student use of both recursive and explicit rules. This study sought to explore students’ use of recursive and explicit rules by examining the reasoning of 25 sixth-grade students, including a focus on four target students, as they approached tasks in which they were required to develop generalizations while using computer spreadsheets as an instructional tool. The results demonstrate the difficulty that students had moving from the successful use of recursive rules toward explicit rules. In particular, two students abandoned general reasoning, instead focusing on particular values in an attempt to construct explicit rules. It is recommended that students be encouraged to connect recursive and explicit rules as a potential means for constructing successful generalizations.     

Student Quantifications as Meanings for Quantified Variables in Complex Mathematical Statements

This study investigates undergraduate students’ meanings for quantified variables in mathematical statements involving multiple quantifiers. Clinical interviews with nine undergraduate students were conducted to explore students’ meanings for quantified variables. More specifically, students were asked to interpret and evaluate the Intermediate Value Theorem (IVT) and three other statements with similar logical structure to the IVT. In this paper, we provide our definitions for a quantified variable and student quantification as theoretical constructs from a constructivist viewpoint. Using these theoretical constructs, we interpret our main results, five categories of students’ meanings for quantified variables, which emerged from our qualitative analysis. We also discuss how our findings of students’ various meanings for quantified variables contribute to literature on theories of meaning and address issues in curriculum and instruction.     

An analytical comparison of students’ reasoning in the context of Inquiry-Oriented Instruction: The case of span and linear independence

In this report we analyze differences in reasoning about span and linear independence by comparing written work of 126 linear algebra students whose instructors received support to implement a particular inquiry-oriented (IO) instructional approach compared to 129 students whose instructors did not receive that support. Our analysis of students’ responses to open-ended questions indicated that IO students’ concept images of span and linear independence were more aligned with the formal concept definition than the concept images of Non-IO students. Additionally, IO students exhibited more coordinated conceptual understandings and used deductive reasoning at higher rates than Non-IO students. We provide illustrative examples of systematic differences in how students from the two groups reasoned about span and linear independence.     

The powers and pitfalls of algorithmic knowledge: a case study

This study examines one child's use of computational procedures over a period of 3 years in an urban elementary school where teachers were using a standards-based curriculum. From a sociocultural perspective, the use of standard algorithms to solve mathematical problems is viewed as a cultural tool that both enables and constrains particular practices. As this student appropriated and mastered procedures for addition, subtraction, multiplication and division, she could solve problems that involved fairly straightforward computations or where she could easily model the action to determine an appropriate computation. At the same time, her use of these algorithms, along with other readily available tools, such as her fingers or multiplication tables, constrained her ability to reflect on the tens-structure of the number system, an effect that had serious consequences for her overall mathematical achievement. The results of this study suggest that even when not directly introduced, algorithms have such strong currency that they can mediate more reform-oriented instruction.     

The opaque nature of generic examples: The structure of student teachers’ arguments in multiplicative reasoning

The study aims to explore the structural aspects of generic examples, to get better insight into what makes them potentially opaque for learners. We have analyzed 27 written arguments, for which student teachers (grades 1–10) were asked to use a generic example to prove a given statement in multiplication. Using Toulmin’s framework, we developed five categories of arguments based on their structure: examples, empirical arguments, leap arguments, embedded arguments, and other arguments. Also, we conclude that none of the student teachers provided arguments that we recognize as complete generic examples. The results bring us to a discussion about features of generic examples making them difficult to come to grips with, having implications for how teacher educators can support student teachers’ learning to prove. From this, we propose a definition of generic examples that attends to the criteria suggested in previous research, yet, emphasizing their structural nature.     

A new control chart in contaminated data of t‐Student distribution for individual observations

Control charts are the most popular tool for monitoring production quality. In traditional control charts, it is usually supposed that the observations follow a multivariate normal distribution. Nevertheless, there are many practical applications where the normality assumption is not fulfilled. Furthermore, the performance of these charts in the presence of measurement errors (outliers) in the historical data has been improved using robust control charts when the observations follow a normal distribution. In this paper, we develop a new control chart for t‐Student data based on the trimmed T² control chart () through the adaptation of the elements of this chart to the case of this distribution. Simulation studies show that a control chart performs better than T² in t‐Student samples for individual observations. Copyright © 2012 John Wiley & Sons, Ltd.     

利用无机化学在线课程资源，开展翻转课堂的教学实践

During the years of 2015 to 2018, the inorganic chemistry course in Tianjin University has gradually transited from small private on-line course (SPOC) to flipped classroom. Flipped classroom teaching practices were carried out at more than 30 classes at our university by the sufficient use of on-line course resources. These practices effectively improve the quality of teaching, and greatly solve the problem of poor learning initiative and low participation of the students existing in current traditional teaching model. This article in detail introduces and summarizes the following four aspects, including transition of teaching modes, construction of online resources, online and offline supervising, test scores analysis and teaching thought. The effective ways for flipped classroom mode are discussed to improve students' knowledge and learning ability. And it also provides references for teachers to carry out their classroom teaching reform.     

An evolving framework for describing student engagement in classroom activities

Student engagement in classroom activities is usually described as a function of factors such as human needs, affect, intention, motivation, interests, identity, and others. We take a different approach and develop a framework that models classroom engagement as a function of students’ conceptual competence in the specific content (e.g., the mathematics of motion) of an activity. The framework uses a spatial metaphor—i.e., the classroom activity as a territory through which students move—as a way to both capture common engagement-related dynamics and as a communicative device. In this formulation, then, students’ engaged participation can be understood in terms of the nature of the “regions” and overall “topography” of the activity territory, and how much student movement such a territory affords. We offer the framework not in competition with other instructional design approaches, but rather as an additional tool to aid in the analysis and conduct of engaging classroom activities.     

基于Skewed-t分布的FIGARCH模型与VaR的度量

金融资产收益率序列的波动具有典型的尖峰厚尾和非对称性特征,描述这种特性需以合适的概率分布函数为基础.因此,寻求更好的概率分布函数对风险度量、VaR的计算有着十分重要的意义.有鉴于此引入Skewed-t分布度量VaR,并比较分析了RiskMetrics及FIGARCH类模型度量VaR值的准确程度,本文同时分析了多头头寸和空头头寸情况下的VaR.结果表明,在两种头寸情况下,Skewed-t分布在空头和多头情形对资产厚尾特性以及非对称性的拟合效果均要比正态分布好;在两种头寸中不同的置信水平下,FIAGARCH(CHUNG)模型预测的VaR值改进了使用传统模型的精确性,高估或低估风险的程度较轻.