Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
复制标题
几何教学质量及其对学生理解毕达哥拉斯定理的短期影响
DOI：
10.1016/j.learninstruc.2008.11.001
复制
发表时间：
2009
影响因子：
6.2
通讯作者：
Kurt Reusser
中科院分区：
文献类型：
--
作者：
Frank Lipowsky;K. Rakoczy;Christine Pauli;Barbara Drollinger;E. Klieme;Kurt Reusser
本文介绍了从德国，瑞士的视频为基础的课堂研究的结果。本研究探讨了教学质量的三个基本维度如何影响学生对勾股定理理解的发展。研究样本包括19个德国数学班和19个瑞士数学班。在所有班级都录制了关于毕达哥拉斯定理的三课介绍单元。多水平分析表明，课堂管理和认知激活对数学成绩有积极影响。研究结果还提供了实证证据，认知激活和支持性的气候温和的数学相关的兴趣和数学成绩之间的关系。
This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement.