通过在线视频干预培养数学思维:在中国高等教育中的混合方法调查
Xiaoyu Xu1, Jaclyn Broadbent2,3, Qiaoping Zhang4
1School of Mathematics, Guangdong University of Education, Guangzhou, Guangdong, China.
Frontiers in psychology
|January 22, 2025
概括
数学思维干预改善了大学新生在线微积分程序中的自我调节学习 (SRL) 和数学表现. 这凸显了培养成长思维态度对于高等教育学术成功的重要性.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
- 高等教育研究 高等教育研究
背景情况:
- 大学新生面临的挑战是适应高等教育数学和独立学习.
- 自主调节学习 (SRL) 技能对于在苛刻的大学课程中取得学术成功至关重要.
- 心态理论表明,对数学能力的信念会影响学习和成就.
研究的目的:
- 调查数学思维干预对新生SRL和在线微积分设置中的数学成绩的影响.
- 探索数学思维方式,SRL策略和学业成绩之间的关系.
- 了解学生在过渡到大学数学期间对思维干预的经验.
主要方法:
- 在线微积分教程中使用混合方法方法对306名新生进行了研究.
- 一个干预组 (118名学生) 接受了思维培训,而对照组 (188名学生) 没有.
- 定量分析包括ANOVA,t测试和结构方程建模;定性分析涉及对18名学生的采访进行主题分析.
主要成果:
- 这种思维干预积极影响了学生对数学的看法,并增强了他们的SRL策略.
- 具有数学心态的学生表现出改善的SRL和更高的数学成绩.
- 一些有固定心态的学生也获得了高分,这表明心态,信心和成就之间存在复杂的关系.
结论:
- 数学思维干预可以有效地支持新生过渡到大学数学,特别是在在线环境中.
- 培养成长心态有利于发展SRL技能和提高学业成绩.
- 需要对高等教育中的数学成长思维方式进行进一步的研究,考虑到在线学习和文化多样性.
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