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首页> 外文期刊>International Journal of Mathematical Education in Science and Technology >The near-peer mathematical mentoring cycle: studying the impact of outreach on high school students'attitudes toward mathematics
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The near-peer mathematical mentoring cycle: studying the impact of outreach on high school students'attitudes toward mathematics

机译：接近同行的数学指导周期：研究外展对高中生对数学态度的影响

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摘要

College students may be seen as near-peers to high school students and high school students are often able to see themselves in the college students who are but one step ahead. This nearness in maturity and educational level may place college students in a particularly powerful position when it comes to reaching out to high school students to promote higher education in math and science. In this study college students gave dynamic mathematics outreach presentations, MathShows, to minority and low-income high school students in a mid-sized public school district on the U.S. border with Mexico. The study investigated the impacts of this sort of outreach work on high school students'attitudes towards mathematics using a mathematics attitudes survey. Results, obtained from N = 306 participants, showed statistically significant improvements in almost all components of mathematical attitudes, with less of an effect on the component of self-confidence in doing mathematics. Differences in impacts by specific student subgroups are all discussed.
机译：在大学生中，大学生可以被看作是高中生的同龄人，而高中生通常能够在大学生中看到自己，而大学生只领先一步。在接触高中生以促进数学和科学高等教育方面，这种成熟度和教育水平的接近可能会使大学生处于特别强大的位置。在这项研究中，大学生向美国与墨西哥接壤的中型公立学区中的少数族裔和低收入高中学生进行了动态数学外展演讲MathShows。该研究使用数学态度调查调查了此类外展工作对高中生对数学态度的影响。从N = 306名参与者获得的结果显示，在数学态度的几乎所有组成部分中，统计学上都有显着改善，对数学自信心组成部分的影响较小。讨论了特定学生小组在影响方面的差异。

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