生成性学习模式对初中不同数学水平学生数学沟通能力的培养

Evi P. Hulukati, S. D. Pomalato, W. Hulukati, Siti Zakiyah
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引用次数: 1

摘要

几个世纪以来,数学交流技能一直是数学教育失败之谜中缺失的一块,尽管它在学习活动中起着核心作用。在其他过程技能的基础上,这种技能是通过从不同的角度学习数学来构建更全面的概念理解的工具,增强了其他认知技能,并为学生的理解提供了重要的反馈。本研究观察了学生的数学沟通能力与生成性学习模式的应用之间的相关性,以及这种相关性如何受到学校数学学业成绩不同水平的影响。它采用分数2x2因子设计,仔细的非概率抽样与简单的随机抽样相结合,挑选了171名学生,并采用了一个经过验证和可靠的评分系统来衡量沟通技巧。结果显示,学生的数学沟通能力与生成式学习模式的应用显著相关。阶乘设计的使用表明,这种相关性更多地取决于应用生成学习模型,而不是学校或学生的数学成绩水平。教师应该更乐观地使用生成式学习模式来提高数学交流技能,即使在数学成绩较低的班级也是如此。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing Students' Mathematical Communication Skill in Junior High School with Various Level of Mathematics Achievement through Generative Learning Model
Mathematical communication skill was the missing piece of the mathematics education failure puzzle for centuries despite its central role in learning activities. Built on top of other process skills, the skill was the tool to construct a more comprehensive conceptual understanding by learning math from different perspectives, sharpening other cognitive skills, and providing important feedback about students' understanding. This study observed how the students' mathematical communication skill was correlated with the application of the generative learning model and how this correlation was influenced by various level of the school's academic achievement in mathematics. It employed a fractional 2x2-factorial design, careful non-probability sampling combined with simple random sampling to pick 171 students, and a validated and reliable scoring system to measure communication skills. Based on the results, the students' mathematical communication skill significantly correlates with the application of the generative learning model. The use of factorial design revealed that this correlation was more determined by applying the generative learning model, not by the level of schools' or students' mathematics achievement. Teachers should be more optimistic about using generative learning models to improve mathematical communication skills, even in classes with lower mathematics achievement levels.
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