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An investigation of changes in college students' conceptions of mathematics and mathematics learning during participation in a reform-based developmental mathematics course.

机译：参与基于改革的发展数学课程期间大学生数学和数学学习观念变化的调查。

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摘要

Prior research has established that student-held conceptions of mathematics and mathematics learning influence the learning of mathematics. It has also been established that the context surrounding students' learning experiences plays an important role in the development of students' conceptions. Reform efforts in mathematics education are beginning to change the context of mathematics learning for some students. The aim of this research study is to extend prior research by investigating the occurrence of changes in students' conceptions of mathematics and mathematics learning during their participation in a reform-based developmental mathematics course. In addition, this study aimed to describe the conceptions of mathematics and mathematics learning held by students who had completed a reform-based developmental mathematics course.;This study employed methods that were greatly influenced by a research approach known as phenomenography, a qualitative research approach that has been used extensively to study conceptions. In particular, I interviewed 15 students who had completed a particular reform-based developmental mathematics course (i.e., Math 101). I also interviewed, several times each, four students while they were taking the course.;My analysis of the data led to the development of a description of the students' conceptions of mathematics and mathematics learning and the identification of several changes in students' views of mathematics and mathematics learning. For example, I observed that students generally see mathematics learning as something that is expertbased, but I also observed that there was a tendency during the course to change from seeing the learning of mathematics as a teacher-centered experience to seeing mathematics learning as more of a student-centered experience.;The findings of this study have implications for mathematics education. For example, since many student-held conceptions are sustained even in the face of new kinds of learning contexts, this study would suggest that mathematics learning experiences should be designed and implemented in grades K--12 that promote the development of desired conceptions of mathematics and mathematics learning. In addition, since changing conceptions is possible, this study suggests that curriculum be designed and implemented with the intention of changing students' established conceptions of mathematics and mathematics learning to more desirable conceptions.
机译：先前的研究已经确定，学生持有的数学概念和数学学习会影响数学的学习。还已经确定，围绕学生学习经历的上下文在学生观念的发展中起着重要作用。数学教育的改革正在开始改变某些学生的数学学习环境。这项研究的目的是通过调查学生参加基于改革的发展数学课程期间数学和数学学习观念变化的发生，来扩展先前的研究。此外，本研究旨在描述已完成以改革为基础的发展数学课程的学生所掌握的数学和数学学习的概念;该研究所采用的方法受到称为现象学的定性研究方法的巨大影响。已经广泛用于研究概念。我特别采访了15位完成了特定于改革的发展数学课程（即Math 101）的学生。我还对参加课程的每位学生分别进行了几次面试。；我对数据的分析导致对学生的数学和数学学习概念的描述得到发展，并确定了学生观点的几种变化数学和数学学习。例如，我观察到学生通常将数学学习视为基于专家的学习，但同时我也观察到课程中存在一种趋势，即从将数学学习视为以教师为中心的体验，逐渐转变为将数学学习视为更多以专家为基础的体验。以学生为中心的体验。这项研究的发现对数学教育有影响。例如，由于即使面对新的学习情境，许多学生持有的概念仍然存在，这项研究表明，应该在K--12年级设计和实施数学学习经验，以促进所需数学概念的发展。和数学学习。此外，由于可以改变观念，因此本研究建议设计和实施课程，以期将学生已建立的数学和数学学习观念转变为更理想的观念。

著录项

  • 作者

    Tripp, Joseph S.;

  • 作者单位

    Syracuse University.;

  • 授予单位 Syracuse University.;
  • 学科 Mathematics education.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 295 p.
  • 总页数 295
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:48:10

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