Students' Retention of Mathematical Knowledge and Skills in Differential Equations
Students' Retention of Mathematical Knowledge and Skills in Differential Equations
复制标题
学生对微分方程数学知识和技能的保留
DOI：
10.1111/j.1949-8594.2005.tb18163.x
复制
发表时间：
2005
影响因子：
1.1
通讯作者：
Karen Allen
中科院分区：
文献类型：
--
作者：
O. Kwon;C. Rasmussen;Karen Allen
本研究调查了两个微分方程式班学生对数学知识和技能的保留情况。对探究型和传统型班级的学生进行1年后的后测和延时后测。研究结果表明，与传统教学班级相比，探究式班级的学生保留了概念性知识，在建模问题上的表现与在程序性问题上的表现相当。这项研究的结果进一步支持了这样一种说法，即通过概念理解进行教学可以使数学知识保持更长时间。
This study investigates students' retention of mathematical knowledge and skills in two differential equations classes. Posttests and delayed posttests after 1 year were administered to students in inquiry-oriented and traditional classes. The results show that students in the inquiry-oriented class retained conceptual knowledge, as seen by their performance on modeling problems, and retained equal proficiency in procedural problems, when compared with students in the traditionally taught classes. The results of this study add additional support to the claim that teaching for conceptual understanding can lead to longer retention of mathematical knowledge.