数学教学通讯最新文献_第5页

What makes a mathematics lesson interesting to students? 是什么让学生对数学课感兴趣?

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-49

Leslie Dietiker, Rashmi Singh, Meghan Riling, Hector I. Nieves

引用次数: 2

Report of a classroom experience for the development of distribution models / Experiencia en el aula para el desarrollo de modelos para el reparto 报告分布模型开发的课堂经验/分布模型开发的课堂经验

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/pmena.42.2020-178

María José Aviña González, Angelina Alvarado Monroy

引用次数: 0

“Solving versus relating”: Pre-service teachers’ conflicting images of formulas and dynamic contexts “解决与关联”:职前教师对公式与动态情境的冲突意象

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-192

Irma E. Stevens

引用次数: 1

Evolution of elementary math leaders’ collaborative plans for school-level change 小学数学领导者在校级变革中的合作计划演变

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-116

Brendan T Dames, Corey Webel

引用次数: 0

First fundamental theorem of calculus: How do engineering students interpret and apply it? / Primer teorema fundamental del cálculo: ¿cómo lo interpretan y aplican estudiantes de ingeniería? First theorem of calculus: How do engineering students基本解释和apply it ?/微积分的第一个基本定理:工程专业学生如何解释和应用它?

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-193

Omar Arenas Bonifacio, E. Sánchez

{"title":"First fundamental theorem of calculus: How do engineering students interpret and apply it? / Primer teorema fundamental del cálculo: ¿cómo lo interpretan y aplican estudiantes de ingeniería?","authors":"Omar Arenas Bonifacio, E. Sánchez","doi":"10.51272/PMENA.42.2020-193","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-193","url":null,"abstract":"The first fundamental theorem of calculus relates differential and integral calculus, one of its important aspects according to Bressoud (2011) is that it shows the existence of two ways of calculating an integral: with the limit of a Riemann sum and by an antiderivative. Larsen, Marrongelle, Bressoud and Graham (2017) indicate that calculus is a barrier to the academic progress of many students and that there is a need for research that seeks to develop proposals for instruction to improve the understanding of its concepts. Therefore, with the idea of carrying out this type of research in the future, the present study seeks to identify the common interpretation of the first theorem of calculus and whether it is useful in solving contextual problems. Answering these questions will provide some elements to develop a proposal for instruction. This study involved 18 students between the ages of 18 and 21 from engineering careers at a university located in Mexico City, who had completed a calculus course. The instrument was a set of three problems, in two, we propose contextual situations that can be solved by applying the first fundamental theorem of the calculus or by performing integration and derivation operations (one situation is about the ratio of change of the volume of water contained in a tank, with respect to time, where water falls to a variable ratio; the other is about the ratio of change of the volume of water contained in a cylindrical tank with respect to the height of water). In the last problem, the same type of situation is posed in abstract form: If F(x) = f t dt ! ! , obtain F′(x), justify your answer.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79679262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A narrative inquiry of GEMS women’s experience with STEM GEMS女性STEM经验的叙事探究

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-93

Lili Zhou, S. Richardson

引用次数: 0

Function identity and the fundamental theorem of calculus 函数恒等式与微积分基本定理

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-187

A. Mirin

引用次数: 0

FALA framework: A learning progression for novice teachers’ use of formative assessment FALA框架:新手教师使用形成性评估的学习进展

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-396

Carolyn Mitten

{"title":"FALA framework: A learning progression for novice teachers’ use of formative assessment","authors":"Carolyn Mitten","doi":"10.51272/PMENA.42.2020-396","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-396","url":null,"abstract":"Formative assessment has been identified as one way that teachers can gather critical information about a student’s level of understanding in order to make informed instructional adaptations that meet the needs of all students (NCTM, 2000; Shepard et al., 2005). Over several decades, research has shown the potential of formative assessment to effectively improve student achievement (Black & Wiliam, 1998; Kingston & Nash, 2011). Despite its potential, issues in preparing teachers to implement formative assessment practices has kept its potential from being realized (Schoenfeld, 2015) and many teachers have limited understanding of its use (Shepard et al., 2005). In order to better understand how to prepare teachers to use formative assessment, a trajectory describing how teachers develop formative assessment knowledge and practice is needed. The Formative Assessment Levels of Appropriation (FALA) framework evolved from a larger qualitative research study on the evolution of formative assessment knowledge and practice of novice teachers from teacher preparation through their third year of teaching. Grounded in activity theory, the FALA framework describes the levels of appropriation (Grossman et al., 1998) for the five aspects of formative assessment defined by Black & Wiliam (2009). Table 1 provides an example of the framework for one aspect of formative assessment—clarifying intentions and criteria for success.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85359494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Middle school students’ development of an understanding of the concept of function 发展中学生对函数概念的理解

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-373

Michael S. Meagher, Jennifer N. Lovett, Allison W. McCulloch

引用次数: 0

Articulating effective middle grades instructional practices in a teacher-researcher alliance 在教师-研究者联盟中阐明有效的中年级教学实践

数学教学通讯 Pub Date : 2020-12-23 DOI: 10.51272/PMENA.42.2020-292

Joe Champion, Angela R. Crawford, Michele B. Carney

引用次数: 0