The long‐term influence of a ‘calculator‐aware’ number curriculum on pupils’ mathematical attainments and attitudes in the primary phase
The long‐term influence of a ‘calculator‐aware’ number curriculum on pupils’ mathematical attainments and attitudes in the primary phase
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“计算器意识”数字课程对小学阶段学生数学成绩和态度的长期影响
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
Di Chaplin
中科院分区：
文献类型：
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作者：
Kenneth Ruthven;L. Rousham;Di Chaplin
摘要这项研究考察了一种被广泛讨论的“计算器感知”的数字方法对小学阶段小学生的数学素养和态度的长期影响。它侧重于一群10/11岁的学生，他们在1989/90学年进入接待班，并在1995/96学年升至6年级，这是英国小学教育的最后一年。数据是在邻近的六所小学收集的。三所学校参与了一项开创性的项目，开发了一种“计算器感知”的数字(CAN)课程，另外三所学校在其他特征上与它们相匹配。通过对学生教师的访谈，探讨了引入国家课程和国家评估对学生学习数字方法的影响。这表明，在小学教育的早期阶段，以前的项目学校的做法仍然很独特，但在后来的阶段出现了重要的趋同。我..。
Abstract This study examines the long‐term influence of a widely discussed ‘calculator‐aware’ approach to number on the mathematical attainments and attitudes of pupils in the primary phase. It focuses on a cohort of pupils aged 10/11 who entered reception class during the 1989/90 school year and had progressed to year 6, the final year of primary education in England, in the 1995/96 year. Data were gathered in six neighbouring primary schools. Three schools had participated in a pioneering project to develop a ‘calculator‐aware’ number (CAN) curriculum, while the further three matched them on other characteristics. The influence of the introduction of the National Curriculum and national assessment on the approach to number experienced by pupils was explored through interviews with their teachers. These indicated that the approach in the former project schools had remained distinctive during the earlier stage of primary education, but that there had been an important convergence during the later stage. I...