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Student's engagement in the process of mathematics learning and its effects on learning outcome.

机译：学生对数学学习过程的参与及其对学习成果的影响。

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摘要

Teacher has been played a dominant role in the Chinese mathematics classroom and put the student in a passive position. In this light, "student engagement" is an important notion Chinese mathematics education has to explore during its reform in 2 century. The notion has been conceptualized in literature. Three constructs (behavioral engagement, cognitive engagement and affective engagement) were identified. By the use of classroom observations and follow-up interviews, we found that student engagement in mathematics curriculum vary not only quantitatively but also qualitatively. Their engagements, in turn, played an important role m their mathematics study.;To date, no questionnaire on student engagement is developed yet. By means of a grounded research in Shanghai primary schools, "the student engagement in the mathematics classroom scale" was developed. First of all, with classroom observations and interviews, the dimensions of student engagement were identified. The dimensions of behavioral engagement are "diligence", "study" and "time spent", the dimensions of cognitive engagement are "surface strategy"; "deep strategy" and "relying strategy" and those of affective engagement are "interest", "achievement orientation", "anxiety" and "frustration". Items were then constructed accordingly. The questionnaire was administered among 546 grade 5 students and satisfactory reliabilities; were obtained.;The mathematics performance of the above 546 students was assessed with computational items, simple problem solving items and open-ended tasks with path analysis. With path analysis, it was found their behavioral engagement was closed associated with performance in computation and simple problem solving. Cognitive engagement and affective engagement were closed associated with performance In the open-ended problem solving. Cognitive engagement and affective engagement were also significantly correlated with each other. These results suggest that students' engagement in the curriculum has great influence on student' performance in various mathematical tasks. Such results have implications on curriculum implementation too. To get students engaged in learning is of at most importance in the Chinese mathematics education. The present research attributes to the theory of student engagement with questionnaire, which is ready to use in future research.
机译：老师在中文数学课堂中起着主导作用，使学生处于被动地位。有鉴于此，“学生参与度”是中国数学教育在2世纪改革中必须探索的重要观念。该概念已在文献中概念化。确定了三种建构（行为参与，认知参与和情感参与）。通过课堂观察和后续访谈，我们发现学生对数学课程的参与不仅在数量上而且在质量上都有所不同。反过来，他们的参与在他们的数学研究中起着重要的作用。迄今为止，尚未开发出有关学生参与的问卷。通过对上海小学的基础研究，开发了“学生参与数学课堂量表”。首先，通过课堂观察和访谈，确定了学生参与的维度。行为参与的维度是“勤奋”，“学习”和“花费的时间”，认知参与的维度是“表面策略”； “深层策略”和“依赖策略”以及情感投入是“兴趣”，“成就取向”，“焦虑”和“挫折”。然后相应地构造项目。对546名5年级学生进行了问卷调查，信度令人满意；通过计算项目，简单问题解决项目和带有路径分析的开放式任务对上述546名学生的数学成绩进行了评估。通过路径分析，发现他们的行为参与与计算性能和简单问题解决紧密相关。在开放式问题解决中，认知参与和情感参与与绩效相关。认知参与和情感参与也彼此显着相关。这些结果表明，学生参与课程对学生在各种数学任务中的表现有很大的影响。这样的结果也对课程的实施有影响。在汉语数学教育中，最重要的是让学生参与学习。本研究归因于学生参与问卷的理论，该理论已准备好在未来的研究中使用。

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  • 作者

    Kong, Qiping.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Curriculum and Instruction.;Education Elementary.;Education Mathematics.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 154 p.
  • 总页数 154
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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