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首页> 外文学位 >Effectiveness of an interdisciplinary approach to teaching mathematics and economics in middle school mathematics classrooms.
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Effectiveness of an interdisciplinary approach to teaching mathematics and economics in middle school mathematics classrooms.

机译：跨学科方法在中学数学课堂上教授数学和经济学的有效性。

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摘要

The purpose of this study was to investigate whether an interdisciplinary instructional approach that requires teaching mathematics and economics together in mathematics classes would improve middle school students understanding of mathematics as well as their understanding of economics.;The data were analyzed using regression analysis. There were two research hypotheses in this study. The first was whether students who study economics and mathematics together in middle school mathematics classrooms will perform better in economics than students who study mathematics alone. The data were divided into two groups, sixth-grade students and seventh and eighth-grade students. Across models and subgroups, the experimental group scored significantly higher than the control group in economics learning.;The second research hypothesis was that students who study economics and mathematics together in middle school mathematics classrooms will perform better in mathematics than students who study mathematics alone. The data were divided into two groups, sixth-grade students and seventh and eighth-grade students. The difference between the experimental and control group scores, although not always significant, was always positive suggesting that learning economics in the mathematics classroom complements learning mathematics and does not detract from learning mathematics.;While the differences in mathematics learning were not significant, the positive results suggest that further study and analysis of an integrated approach to teaching mathematics and economics on student learning are warranted.;Data were gathered from four middle schools of similar demographics in a suburban school district. Data included pre and posttests of mathematics and economics content, teacher education and experience, and student attitude about mathematics. There were 271 students in the control group and 226 in the experimental group. Students in the control group received a traditional approach to mathematics instruction. Students in the experimental group received instruction employing a set of lessons in which mathematics and economics were taught together.
机译：这项研究的目的是调查一种需要在数学课上一起教授数学和经济学的跨学科教学方法是否会提高中学生对数学的理解以及对经济学的理解。数据使用回归分析进行了分析。在这项研究中有两个研究假设。首先是在中学数学课堂上一起学习经济学和数学的学生是否会比单独学习数学的学生在经济方面表现更好。数据分为两组，六年级学生以及七年级和八年级学生。在所有模型和子组中，实验组的经济学学习得分均明显高于对照组。第二个研究假设是，在中学数学课堂中一起学习经济学和数学的学生在数学方面的表现要优于单独学习数学的学生。数据分为两组，六年级学生以及七年级和八年级学生。实验组和对照组得分之间的差异虽然并不总是很显着，但始终是积极的，这表明数学课堂上的学习经济学对学习数学有补充作用，并且不会减损学习数学的能力。结果表明，有必要进一步研究和分析关于学生学习的数学和经济学的综合教学方法。；数据来自郊区学区的四所人口统计学相似的中学。数据包括数学和经济学内容的前测和后测，教师的教育和经验以及学生对数学的态度。对照组有271名学生，实验组有226名学生。对照组的学生接受了传统的数学教学方法。实验组的学生接受了一系列数学和经济学教学的指导。

著录项

  • 作者

    Suiter, Mary C.;

  • 作者单位

    University of Missouri - Saint Louis.;

  • 授予单位 University of Missouri - Saint Louis.;
  • 学科 Education Curriculum and Instruction.;Education Mathematics.;Education Social Sciences.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 129 p.
  • 总页数 129
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 土壤学;
  • 关键词

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