选择和不选择：考察学生在组合任务中不选择特定属性的感知

IF 1.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2025-08-06 DOI:10.1016/j.jmathb.2025.101279

Niusha Modabbernia

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引用次数: 0

摘要

随着组合学在K-12和本科课程中变得越来越突出，对组合概念的教学、学习和理解的研究需求也越来越大。在学习组合学的一般研究中，本研究关注学生在计数问题上的工作，特别关注如何构建复合结果。作为一个更大的研究项目的一部分，本报告主要关注两名本科生，他们对几个计数问题的回答是在半结构化访谈中得出的。分析强调，在确定和计算结果时，认识到“不选择”某一特定属性是一种有效的选择，可以显著地支持学生成功地解决计算问题。

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Choosing and not choosing: Examining students’ perceptions of not choosing a particular attribute in combinatorial tasks

As combinatorics becomes increasingly prominent in K-12 and undergraduate curricula, so does the need for research on teaching, learning, and understanding combinatorial concepts. Within general research on learning combinatorics, this study attends to students’ work on counting problems, with particular attention to how composite outcomes are constructed. As part of a larger research project, this report focuses on two undergraduate students, whose responses to several counting problems were elicited in semi-structured interviews. The analysis highlights that recognizing “not choosing” a particular attribute as a valid choice in determining and counting outcomes significantly supports students’ success in solving counting problems.

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.