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首页> 外文期刊>European journal of engineering education >Student group presentations: a learning instrument in undergraduate mathematics for engineering students
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Student group presentations: a learning instrument in undergraduate mathematics for engineering students

机译：学生团体演讲：面向工科学生的大学数学学习工具

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摘要

In this study we created an environment for peer learning, where students teach students by making oral presentations in groups about solving mathematical problems and explaining the theoretical background in mathematics, during the first year of an undergraduate engineering programme at the Norrkoeping campus of the Linkoeping University. In order to strengthen the students' understanding and perception of central mathematical concepts, the study was designed to take the students through five different learning experiences, preparing the presentation, presenting the mathematics, listening to others presenting, discussion by all students after the presentation and feedback by the teacher to the small group of students separate from the other students. We study how oral presentations work as a learning and assessment method. The study consisted of three stages. After a first run of the presentations as a learning instrument, three guidebooks with recommendations for students and teachers were developed in order to assist students as well as teachers about their role in this learning environment. Students' and teachers' views on the student presentations as learning instrument were surveyed before and after the intervention. In stage three, students were interviewed individually to ascertain the relevant success of the different learning experiences.
机译：在这项研究中，我们创建了一个供同伴学习的环境，在此期间，学生在Linkoe​​ping大学Norrkoeping校园的本科工程课程的第一年中，通过小组讨论，解决数学问题和解释数学的理论背景来进行口头报告。 。为了增强学生对中心数学概念的理解和理解，本研究旨在引导学生经历五种不同的学习经历，准备演示文稿，演示数学，听取其他人的演讲，演讲后所有学生的讨论以及老师对与其他学生分开的一小部分学生的反馈。我们研究口头报告如何作为一种学习和评估方法。该研究包括三个阶段。在首次将演示文稿作为一种学习工具之后，制定了三本指南，为学生和教师提供了建议，以帮助学生和教师了解他们在这种学习环境中的作用。在干预前后，调查了学生和教师对作为学生学习工具的演讲的看法。在第三阶段，对学生分别进行面试，以确定不同学习经历的相关成功。

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