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Investigating and improving post - 16 mathematics learning a collaboration with Oxford University Press

与牛津大学出版社合作调查和改进 16 岁后数学学习

基本信息

批准号：
1936726
负责人：
金额：
--
依托单位：
Loughborough University
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-1936726
关键词：
Investigating improving post 16 mathematics

项目摘要

Education in mathematics is important, Governments are concerned about the STEM pipeline, we needmathematically skilled individuals to become the next generation of engineers,scientists teachers andresearchers. Mathematics is now the most widely studied Alevel the UK has recently committed toproviding mathematical education for all students to age18 and research organisations are deliberatelyupskilling their staff and students.Mathematics is distinctive, Mathematical text differs even from scienc text,much of its meaning iscontained in equations,its focus is on deductive arguments and procedures rather than facts and its graphical images represent not physica objects but abstract relationships.Research questions1.What individual differences in reading behaviours distinguish effective from ineffective reading ofpost 16mathematics?a. When do students choose to engage with which resources,how do they use them and how is this influenced by teacher instrictionb. What Characterises students behaviour when reading specific mathematical texts and howeffective is the consequent learning?2.How can we promote effective mathematical reading?a.Can changing aspects of text design(e.g.layout,highlighting,graphics,colour,symbols)improve learning,in the short term and in the long term?b.Can changing instructional guidance (e.g.providing self explanation training) improvelearning,in the short term and in the long!term?c.Which approach or combination of approaches is the most effective?

数学教育很重要，政府关心 STEM 管道，我们需要具有数学技能的个人成为下一代工程师、科学家、教师和研究人员。数学是目前学习最广泛的 Alevel 课程，英国最近致力于为所有 18 岁以下的学生提供数学教育，研究机构正在刻意提高员工和学生的技能。数学是独特的，数学文本甚至不同于科学文本，其大部分含义包含在方程中，其重点是演绎论证和程序而不是事实，其图形图像代表的不是物理对象而是抽象的研究问题 1. 阅读行为的个体差异如何区分 16 年后数学的有效阅读和无效阅读？学生何时选择使用哪些资源、他们如何使用这些资源以及这如何受到教师指示的影响b。学生在阅读特定数学文本时的行为特征是什么以及随后的学习效果如何？2.我们如何促进有效的数学阅读？a.改变文本设计的各个方面（例如布局、突出显示、图形、颜色、符号）可以在短期和长期改善学习吗？b.改变教学指导（例如提供自我解释培训）可以在短期和长期改善学习吗？c.哪种方法或组合的方法是最有效的？