Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction
Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction
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在探究式教学的背景下检查学生对特征向量和特征值的程序和概念理解
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发表时间：
2018
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通讯作者：
Michelle Zandieh
中科院分区：
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作者：
K. Bouhjar;Christine Andrews;M. Haider;Michelle Zandieh
本研究以学生对两个开放式问题的书面回答为依据，考察了学生对特征值和特征向量的推理能力。本分析利用的数据从126名学生的教师收到了一套支持，以实现特定的探究为导向的教学方法和129名可比的学生的教师没有使用这种教学方法。在本章中，我们提供了学生的反应，提供洞察学生的推理和总结在我们的定量分析观察到的广泛趋势的例子。总体而言，两组学生在程序性问题上的表现要好于概念性问题。一组学生的教师得到支持，以实现探究为导向的方法优于其他组的学生在概念导向的问题，并表现同样良好的程序导向的问题。
This study examines students’ reasoning about eigenvalues and eigenvectors as evidenced by their written responses to two open-ended response questions. This analysis draws on data taken from 126 students whose instructors received a set of supports to implement a particular inquiry-oriented instructional approach and 129 comparable students whose instructors did not use this instructional approach. In this chapter, we offer examples of student responses that provide insight into students’ reasoning and summarize broad trends observed in our quantitative analysis. In general, students in both groups performed better on the procedurally oriented question than on the conceptually oriented question. The group of students whose instructors received support to implement the inquiry-oriented approach outperformed the other group of students on the conceptually oriented question and performed equally well on the procedurally oriented question.