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Using manipulatives to teach mathematics-related analysis skills in a high school chemistry course.

机译：在高中化学课程中使用操纵技巧教授与数学相关的分析技能。

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摘要

Research question. How might the use of manipulatives help students improve the mathematics skills necessary to analyze data in a high school chemistry class?;(1) How does working in groups with manipulatives affect student achievement in learning mathematics skills in a chemistry class? (2) How does working with manipulatives in groups affect student attitudes toward learning the mathematics skills used to analyze data in a chemistry class? (3) How does working with manipulatives in groups affect student engagement in the process of learning mathematical skills in a chemistry class?;Research activities. This research explores the use of card-based manipulatives to teach students mathematics-related analysis skills in a high school chemistry course. Context. The research took place in a suburban high school chemistry class of 30 students. Two students were classified as English Learners at the beginning of the study. One of the two was reclassified as Fluent English Proficient during the fall semester. In addition, two students had 504 plans and accommodations. Methods and data. The intervention took place over a period of approximately five weeks, and consisted of three mathematics-related analysis tasks: drawing Lewis dot diagrams and determining the chemical formulas of covalent compounds, mole-mass conversions, and percent composition calculations. Students were taught using direct instruction and guided and independent practice on one day, and assessed using a short quiz on the following day. Following the quiz, the students performed the same tasks using card-based manipulatives, and were assessed with a similar quiz the next day. The results of the quizzes were compared. Pre-intervention attitude data were collected using a survey. Post-intervention attitude data were collected using a survey of all students, and interviews of three focus students. Observational data was collected using journaling after the activities. Results. Improvement in student achievement was observed following the use of manipulatives in drawing Lewis dot diagrams and performing percent composition calculations. Student attitudes toward manipulative activities and group work declined, however. Slightly less than half of the students believed that the manipulatives helped. During activities, student engagement was high for the Lewis dot diagram activity, but students who understood formulas from the lectures preferred not using the cards for the mass-mole and percent composition activities.;Grade Level: 10-12;Data Collection Methods: Student Work, Survey---Attitude, Interviews, Observation---Teacher Research Journal;Curriculum Areas: Science - Chemistry;Instructional Approaches: Math---Manipulatives, Student Engagement, Cooperative Learning
机译：研究问题。使用手法如何帮助学生提高分析高中化学课中数据所需的数学技能？；（1）与手法小组合作如何影响学生在化学课中学习数学技能的成绩？ （2）与小组中的操作员一起工作如何影响学生对学习化学课中用于分析数据的数学技能的态度？ （3）在小组中与操作员一起工作如何影响学生在化学课中学习数学技能的过程中的参与度？研究活动。这项研究探索了在高中化学课程中使用基于卡片的操作方法来教授学生与数学相关的分析技能。上下文。这项研究是在郊区高中化学班上进行的，该班有30名学生。在研究开始时，有两名学生被分类为英语学习者。秋季学期中，其中两个被重新分类为流利英语。此外，两名学生有504个计划和住宿。方法和数据。干预进行了大约五周的时间，包括三个与数学相关的分析任务：绘制Lewis点图并确定共价化合物的化学式，摩尔质量转化率和组成百分比计算。在一天中，通过直接指导，独立指导和指导对学生进行授课，并在第二天通过简短测验对学生进行评估。测验之后，学生们使用基于卡片的操作来执行相同的任务，并在第二天进行类似的测验。比较测验的结果。干预前的态度数据是通过调查收集的。干预后态度数据是通过对所有学生的调查以及对三名重点学生的访谈而收集的。活动后使用日志记录收集观测数据。结果。在绘制刘易斯圆点图并进行成分计算时，使用了一些操作手段，观察到了学生成绩的提高。但是，学生对操纵活动和小组合作的态度有所下降。略少于一半的学生认为操作有帮助。在活动期间，学生对刘易斯圆点图活动的参与度很高，但了解讲座内容公式的学生更喜欢在质量摩尔和百分比组成活动中不使用卡片；等级：10-12；数据收集方法：学生工作，调查-态度，面试，观察-教师研究期刊；课程领域：科学-化学；教学方法：数学-操作手法，学生参与度，合作学习

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  • 作者

    Lawrence, Clinton.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Mathematics.;Education Sciences.
  • 学位 M.A.
  • 年度 2009
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;
  • 关键词

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