卢旺达部分中学的学生对学习限制和功能连续性的误解和困难

Q2 Social Sciences
Jean Pierre Alpha Munyaruhengeri, Odette Umugiraneza, Jean-Baptiste Ndagijimana, Theoneste Hakizimana
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引用次数: 0

摘要

本研究调查了学生在学习限制方面的困难和误解,并探讨了造成这些误解的因素。研究采用混合方法,参与者包括 252 名学生和 21 名教师。数据收集方法包括函数的极限和连续性成就测试、课堂观察和焦点小组访谈。研究结果显示,不同表述的函数极限和连续性成就测试平均分存在显著差异。研究还发现,学生的误解源于他们对主动学习方法的接触有限,以及依赖死记硬背的倾向。研究指出,教学策略以及学生匆忙作答,是造成这些误解和学习困难的原因。旨在涵盖教学大纲要求的快节奏教学也是造成知识差距和强化误解的原因之一。本研究建议通过持续的专业发展,提高数学教师的教学内容、教学知识和学习限制,以及功能的连续性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ misconceptions and difficulties with learning limits and the continuity of functions at selected Rwandan secondary schools
This study investigates students’ difficulties and misconceptions with learning limits and explores the factors contributing to these misconceptions. The study used a mixed method approach, and the participants comprised 252 students and 21 teachers. Data collection methods included the Limits and Continuity of Functions Achievement Test, classroom observations, and focus group interviews. The study's findings revealed significant differences in the mean scores of the Limits and Continuity of Functions Achievement Test among different representations. It also identified that students' misconceptions stemmed from their limited exposure to active learning approaches and their tendency to rely on rote memorization. The study pointed out that teaching strategies, along with students' haste in providing responses, contributed to these misconceptions and learning difficulties. The fast-paced nature of teaching aimed at covering the syllabus requirements also played a role in creating knowledge gaps and reinforcing misconceptions. Through continuous professional development, this study recommends improving mathematics teachers’ content, pedagogical knowledge of teaching and learning limits, and continuity of functions.
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来源期刊
CiteScore
2.00
自引率
0.00%
发文量
25
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