Long Term Effects of Conceptually-Based Instruction in Mathematics
基于概念的数学教学的长期影响
基本信息
- 批准号:8855627
- 负责人:
- 金额:$ 35.36万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:1990
- 资助国家:美国
- 起止时间:1990-03-15 至 1993-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
This project will document the effects ofconceptually-based instruction in elementary school mathematics over a three year period. A primary aim is to uncover the long term effects of early conceptual understandings. Instruction will be designed to support students' efforts to acquire numeration and place value concepts by engaging them in application and problem situations. A goal of the special instruction is to help students become competent with the base-10 written notation by using mathematical symbols as tools--tools for recording and sharing mathematical ideas and tools for thinking about mathematics. The initial sample of first graders will include experimental classes that receive the conceptually -enriched instruction and control classes that receive only conventional instruction. All students will be followed through third grade. Each year about half the students will receive the special instruction while they are studying the target concepts. All students will receive specially designed written test three times each year and a subsample will be individually interviewed immediately after each written test. Analyses will focus on four issues: (1) changes over time in students' thought processes and performance as a result of conceptually-based instruction; (2) differences in these changes between students with differing levels of conceptual acquisitions; (3) differences in these changes between students who receive conceptually-based instruction earlier rather than later; and (4) relationships between conceptual acquisitions and successful performance.
该项目将记录基于概念的教学的效果 在小学数学中的应用。 主 目的是揭示早期概念的长期影响, 理解。 教学将旨在支持学生的 通过让他们参与,努力获得计算和位置值概念 在应用和问题的情况下。 特别的一个目标 指导是帮助学生成为有能力的基础10 用数学符号作为工具的书面符号-- 记录和分享数学思想和工具, 数学 一年级学生的初始样本将包括 接受概念强化教学的实验班 和只接受常规指令的控制类。 所有 学生将被跟踪到三年级。 每年约有一半的 学生们在学习的同时也会得到特别的指导 目标概念。 所有学生将获得专门设计的 笔试每年三次,并将单独抽取一个子样本 每次笔试后立即面试。 分析将侧重于 四 问题:(1)学生思想随时间的变化 过程和性能作为一个基于概念的结果, (2)这些变化之间的差异 不同概念习得水平的学生; (3)学生之间的这些变化的差异, 更早地接受基于概念的指导,而不是 (4)概念之间的关系 收购和成功的业绩。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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James Hiebert其他文献
Learning to Learn to Teach: An ``Experiment'' Model for Teaching and Teacher Preparation in Mathematics
- DOI:
10.1023/a:1025162108648 - 发表时间:
2003-09-01 - 期刊:
- 影响因子:1.800
- 作者:
James Hiebert;Anne K. Morris;Brad Glass - 通讯作者:
Brad Glass
Flera Losningar pa ett probkem: Den Japanska metoden.
Flera Losningar 遇到问题:Den Japanska metoden。
- DOI:
- 发表时间:
2013 - 期刊:
- 影响因子:0
- 作者:
Yoshinori Shimizu ;Jo Boaler;Maria Drath Jonas Emanuelsson;Tobis Sundin;James Hiebert;Ulla Runesson;Arn Engstrom;Cecilia Erikson - 通讯作者:
Cecilia Erikson
Observing and Teaching Reform-Minded Lessons: What Do Teachers See?
- DOI:
10.1023/a:1009944923609 - 发表时间:
1998-05-01 - 期刊:
- 影响因子:1.800
- 作者:
Theresa J. Grant;James Hiebert;Diana Wearne - 通讯作者:
Diana Wearne
Mathematical features of lessons in the TIMSS video study
- DOI:
10.1007/bf02652695 - 发表时间:
1999-12-01 - 期刊:
- 影响因子:2.400
- 作者:
James Hiebert;James W. Stigler;Alfred B. Manaster - 通讯作者:
Alfred B. Manaster
Simultaneous Dual Optical Mapping of the Heart Using a Single Excitation, Single Camera Approach
使用单激发、单相机方法同时对心脏进行双光学测绘
- DOI:
- 发表时间:
2019 - 期刊:
- 影响因子:0
- 作者:
Rafael Jaimes;Damon McCullough;Bryan Siegel;L. Swift;James Hiebert;Daniel McInerney - 通讯作者:
Daniel McInerney
James Hiebert的其他文献
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{{ truncateString('James Hiebert', 18)}}的其他基金
Improving Professional Development in Mathematics by Understanding the Mechanisms that Translate Teacher Learning into Student Learning
通过了解将教师学习转化为学生学习的机制来提高数学专业发展
- 批准号:
2100617 - 财政年份:2021
- 资助金额:
$ 35.36万 - 项目类别:
Continuing Grant
Instruction and Cognitive Change in Mathematics: Learning Decimal Numbers
数学教学和认知变化:学习小数
- 批准号:
8651552 - 财政年份:1986
- 资助金额:
$ 35.36万 - 项目类别:
Standard Grant
Children's Understanding of Decimal Numbers
儿童对十进制数的理解
- 批准号:
8218387 - 财政年份:1982
- 资助金额:
$ 35.36万 - 项目类别:
Standard Grant
Children's Understanding of Decimal Numbers
儿童对十进制数的理解
- 批准号:
8109731 - 财政年份:1981
- 资助金额:
$ 35.36万 - 项目类别:
Standard Grant
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