{"title":"教育改革的挑战:数学主动学习的实验","authors":"S. Berlinski, Matías Busso","doi":"10.2139/ssrn.2581397","DOIUrl":null,"url":null,"abstract":"This paper reports the results of an experiment designed to improve secondary school students’ ability to reason and argue using mathematics. A structured pedagogical intervention was created to foster a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Surprisingly, students in the control group learned significantly more than those who received treatment.","PeriodicalId":424829,"journal":{"name":"Inter-American Development Bank Research Paper Series","volume":"33 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2015-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"41","resultStr":"{\"title\":\"Challenges in Educational Reform: An Experiment on Active Learning in Mathematics\",\"authors\":\"S. Berlinski, Matías Busso\",\"doi\":\"10.2139/ssrn.2581397\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper reports the results of an experiment designed to improve secondary school students’ ability to reason and argue using mathematics. A structured pedagogical intervention was created to foster a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Surprisingly, students in the control group learned significantly more than those who received treatment.\",\"PeriodicalId\":424829,\"journal\":{\"name\":\"Inter-American Development Bank Research Paper Series\",\"volume\":\"33 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"41\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Inter-American Development Bank Research Paper Series\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2139/ssrn.2581397\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Inter-American Development Bank Research Paper Series","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2139/ssrn.2581397","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Challenges in Educational Reform: An Experiment on Active Learning in Mathematics
This paper reports the results of an experiment designed to improve secondary school students’ ability to reason and argue using mathematics. A structured pedagogical intervention was created to foster a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Surprisingly, students in the control group learned significantly more than those who received treatment.
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